DSM ALM45 handbook 2021.pdf

2021

First Edition. Date: 31 January 2021
Additional information to come relating to Assessment. (See also 2021 MB ChB Assessment Policies and
Procedures Guide.)

Disclaimer
While all responsible efforts have been made to ensure that the information contained in this publication is
correct at the time of printing, matters covered in this publication are subject to change.
The University reserves the right to change courses and course requirement at any time.
31 January 2021

2

Introduction
This document is a guide for students (and staff) in years 4 and 5 of the Advanced Learning in Medicine (ALM)
programme at Otago Medical School – Dunedin Campus (OMS-DC).
Fourth years:  Welcome to the challenge of moving into a new environment. Where the focus in ELM was on
you as students, the ALM programme is based in the clinical environment, in which the primary focus in on
patients and their care.
Now that you are working within and alongside health care teams, your understanding of your professional
role  can  be put  into  practice.  Be  aware  of  expectations,  which  are  there  to protect  you  as  well  as  others.
Continue to work collaboratively, and ask for help when you need it.
Fifth years: Your challenge is to apply, consolidate, and continue to build on what you have learned to date.
Throughout ALM, you will have many opportunities to learn from your patients, from each other, and from
the workplace. We encourage you to take these opportunities, even when they are unexpected, and to enjoy
how they help you develop towards becoming a doctor. The University of Otago, Otago Medical School and
your campus all want to see you succeed. We look forward to working with you in the future as Trainee Interns,
and colleagues.
This Handbook
Within this Handbook you will find information about all aspects of the ALM 4 and 5 programme including, but
not limited to:
  Key dates for the coming year
  Contact details for academic and administrative staff
  Important  policies  relating  to  your  conduct  as  a  clinical  medical  student,  including  Southern  DHB
expectations about your behaviour while you are learning in their facilities
  Overview information relating to the learning framework and constituent parts of the programme
  Assessment polices and procedures
  Information about research opportunities available to you
  Preliminary information about the Trainee Intern year
All the information contained herein is also available on Moodle, where you will also find additional details
that expand on the material included in this document.
This is a living document and as such we expect some content to evolve over the year. Updated information
will be made available as necessary, and will be appropriately signposted as such.

3

Welcome from the Dean
Warm welcome (or if you are a 5th year, welcome back) to the Advanced Learning
in Medicine programme at the Otago Medical School – Dunedin campus.
You made the right choice and we are delighted to have you at the Otago Medical
School – Dunedin campus.
We hope you had a refreshing break and that you are looking forward to an exciting
and fulfilling year learning how to be a great doctor.  During your time here you will
begin to make the patterns of medical life that will continue rest of your career –
you will see examples of variety of professional practices from our committed and
outstanding academic and clinical staff. Many will be inspiring and leaders in their
respective field.  We pride ourselves on high standards of care and teaching and will
try and offer you excellent opportunities for learning.  Please talk to staff about your
experience as we are always learning and want to improve and provide you the best
learning environment in New Zealand.  I would be delighted to talk to any of you that want to bring significant
issues to me directly or through the student committee.
An important partner for us in offering the right environment for learning is the Southern DHB.  Their staff also
recognise the value of having students within our services. As students, you need to respect and add value to
this relationship, remembering that your influence will affect many other students behind you. Key to all that
we do is a respectful and empathic attitude to all patients – maintain that under all circumstances, even when
you are stressed.
One issue to note is the DHB policy on taking photos of patients on personal cell phones. This is not allowed
by either DHB staff or by you as students at the OMS-Dunedin campus. Bear this in mind, and if you need a
clinical image, ask a DHB or staff member about how to go about doing this (requires full written informed
consent, a record in the clinical notes and for the photo to be taken using a dedicated camera for this purpose,
and stored in the clinical record).
Finally,  there  is  abundant  research  opportunities  in  each  area  of  clinical  medicine.   OMS-Dunedin  campus
actively  encourages  you  to  get  involved  in  clinical research  to  develop  a  clinician-scientist  career.   Care  of
individuals  or  groups  with  health  problems  is  wonderfully  rewarding,  often  day  to  day,  but  there  is  even
greater long-term satisfaction possible if you find out what works best by conducting research.  Research and
clinical  practice  contributes  to  each  other  and  elevate  both  disciplines.  If  you  are  interested  in  immersing
yourself in medical research, BMedSci(Honours) or an intercalated MBChB/PhD degree pathway will set you
far ahead in a rewarding academic clinician career in Medicine.
We  hope  that  your  year  will  be  exciting,  rewarding  and  successful  and  we  very  much  looking  forward  to
teaching and mentoring each and every one of you.
Kind Regards

Professor Rathan M. Subramaniam
MBBS, BMedSci, PhD, MPH, MClinEd, FRANZCR, FACNM, FSNMMI, FAUR
Dean, University of Otago Medical School

8

Welcome from OUMSA President
Kia ora!
Welcome to your ALM years of medical school! Over the next two years you will be getting your first look at
the inner workings of the hospital system. There will be daily hands-on learning with real patients which can
be a daunting concept, but you will soon find your groove and we at OUMSA hope to make this transition
smoother for you. It can be challenging being a student in an environment that is primarily a workplace and a
place of care, and we all want your learning experience to be the best that it can be.
The Otago University Medical Students’ Association (OUMSA) changes slightly during the ALM years from what
you would have experienced previously during medical school. One of the main differences is that we now
have a much smaller cohort, and so who makes up our team has changed. On our executive committee we
have  the  President  &  Vice-President  coordinating  all  the  activities.  We  then  have  3  officers  –  Education,
Welfare  and  Social  who  coordinate  any  portfolios  that  fall  into  these  categories  and  who  work  with  your
appointed representatives. The representatives are voted for by your class – we have a 4th year education rep,
welfare rep & social rep (as well as representatives for the other 2 year groups.) Combined, these 14 people
make up your OUMSA executive. We continue to work with the ELM OUMSA executive throughout the year.
Our  goal for  you  during your 4th  and  5th  years of  medical  school  is  to  ensure  that  your  education  is  being
supported, you make some quality memories with you peers, and your mental health is cared for throughout.
We also like to support other community groups around Dunedin.
So what does this look like for you? We run tutorials to support you through your 5th year exams. We organise
the Wine & Cheese, full year dinners, sports opportunities, tramps, ski trip, wellness activities, and when you
get through the ALM years we make sure graduation is a big celebration. And this is just what we have planned
so far!
Keen  to  get  involved?  We  are  always  wanting  new  people  and  ideas  on  our  OUMSA  exec.  Look  out  for
information about elections to get involved, or contact your officers/year reps to ask how you can contribute.
Congratulations on making it to this point! The clinical years are what we came here for so remember to make
the most of them!
Ngā mihi,
Maddy Hutton
OUMSA President 2021

9

OMS Dunedin Dean’s Department and Administrative Staff for 2021
Position
Name

Dean of Otago Medical School
Professor Rathan Subramaniam

[email address]
Dunedin Campus
Associate Dean Medical Education
Assoc Prof Ralph Pinnock

[email address]
e-Learning Facilitator
Dr Steve Gallagher

[email address]
Education Advisor (ALM)
Dr Megan Anakin

[email address]
Medical Education Unit Administrator
Angela King

[email address]
Associate Dean for Student Affairs (ALM)
Dr Penny Eames

[email address]
Student Affairs Manager
Jillian Tourelle

[email address]
Student Affairs Reception/Admin
Erin Flannery

[email address]
Invercargill Campus (Southland Hospital)
Associate Dean, Southland
Mr K Richter

[email address]
Administrator
Madge Storm
[email address]
Timaru Hospital
Associate Dean, South Canterbury
Ms M Steel

[email address]
Administrator
Jehan Cunningham-Beynon

[email address]

10

ALM 4 Block Module Convenors and Administrators
Surgery
Mr Andrew Audeau (Convenor)

[email address]
Ruth Mullenger (Administrator)

[email address]
Medicine (including Ophthalmology)
Dr Steve Johnson (Co-Convenor)

[email address]
Ms Lis Heath (Co-Convenor)

[email address]
Dr Keluchi Ogbuehi (Ophthalmology Convenor)   [email address]
Anne Ryalls (Teaching Administrator)

[email address]
Urban General Practice and ENT
Dr Kristin Kenrick (Convenor)

[email address]
A/Prof Patrick Dawes (ENT Convenor)

[email address]
Liz Dijkstra (Administrator)

[email address]
Public Health
Dr Sarah Donald (Convenor)

[email address]
Kelsey Den Boestert (Administrator)

[email address]
Psychological Medicine
Dr Yoram Barak (Convenor)

[email address]
Anita Admiraal (Co-ordinator)

[email address]
Sandra Paterson (Administrator)

[email address]
Pregnancy long case
Dr Kate Coffey (Co-Convenor)

[email address]
Ms Sally McNeill (Midwife)
Mel O’Brien (Administrator)

[email address].nz
Infant Follow-Through
Dr Jason Wister (Co-Convenor)

[email address]

11

ALM 5 Block Module Convenors and Administrators
Women’s and Children’s Health
A/Prof Mike Stitely (Co-Convenor, O & G)
[email address]
Dr Liza Edmonds (Co-Convenor, Paeds)
[email address]
Iloma Mollison (Administrator)

[email address]
Rural Health
Dr Peter Radue (Convenor)

[email address]
Liz Dijkstra (Administrator)

[email address]
Musculoskeletal, Anaesthesia and Intensive Care
Prof David Gwynne-Jones (Convenor)

[email address]
Aroha Meikle (Administrator)

[email address]
Medicine II
Assoc Prof Gerry Wilkins (Overall Module Convenor, and Cardiology Attachment Convenor)

[email address]
Dr Jack Dummer (Respiratory Medicine Attachment Convenor)
[email address]
Anne Ryalls (Administrator)

[email address]

12

Vertical Module Convenors and Administrators
Clinical Pharmacology
Associate Professor David Reith

[email address]
Clinical Skills (including Communication Skills)
Dr Peter Radue (Convenor, Clinical Skills)
[email address]
Dr Ohad Dar (Convenor, Simulation)

[email address]
Dr Jane Millichamp (Communication Skills)
[email address]
Angela King (Administrator)

[email address]
Ethics and Law
A/Prof Neil Pickering (Co-Convenor)

[email address]
Dr Simon Walker (Co-Convenor)

[email address]
Hauora Māori
Prof Jo Baxter (Convenor)

[email address]
Tūī Kent (Administrator)

[email address]
Pacific Health
Dr Tava Tafuna'I (Convenor)

[email address]
Sina Mualia (Administrator)

[email address]
Palliative Medicine and End of Life Care
Ms Lis Health (Convenor)

[email address]
Pathology (including Microbiology)
Prof Ian Morison (Convenor)

[email address]
Professional Development
Dr Nigel Thompson

[email address]
Angela King (Administrator)

[email address]
Radiology
Professor Terry Doyle (Convenor)

[email address]
Whole Class Learning
Dr Kristin Kenrick (Convenor)

[email address]
Angela King (Administrator)

[email address]

13

4th Year Undergraduate Medical Course dates 2021
1st Semester

Monday 1 February to Friday 11 June
Whole Class Learning Week 1

Monday 1 February to Friday 5 February

Waitangi Day [observance]

Monday 8 February
Semester Commences

Tuesday 9 February to Thursday 1 April
Mid-Semester break

Friday 2 April to Sunday 11 April [1 week]

[includes Easter and Otago Anniversary Day]
Semester resumes

Monday 12 April to Friday 23 April
Whole Class Learning Week 2

Monday 12 April to Friday 16 April
ANZAC Day [observance]

Monday 26 April
Semester resumes

Tuesday 27 April to Friday 4 June
Queen’s Birthday

Monday 7 June
Semester resumes

Tuesday 8 June to Friday 11 June
June Vacation

Saturday 12 June to Sunday 27 June [2 weeks]
2nd Semester

Monday 28 June to Friday 29 October
Semester commences

Monday 28 June to Friday 20 August
Mid-Semester break

Saturday 21 August to Sunday 29 August [1 week]
Whole Class Learning Week 3

Monday 30 August to Friday 3 September
Semester resumes

Monday 30 August to Friday 22 October
Labour Day

Monday 25 October
Semester resumes

Tuesday 26 October to Friday 29 October

14

5th Year Undergraduate Medical Course dates 2021
1st Semester

Tuesday 9 February to Friday 11 June
Whole Class Learning Week 1

Tuesday 9 February to Friday 12 February
Semester Commences

Monday 15 February to Thursday 1 April
Mid-Semester break

Friday 2 April to Sunday 11 April [1 week]

[includes Easter and Otago Anniversary Day]
Semester resumes

Monday 12 April to Friday 23 April
Whole Class Learning Week 2

Monday 12 April to Friday 16 April
ANZAC Day [observance]

Monday 26 April
Semester resumes

Monday 27 April to Friday 4 June
Queen’s Birthday

Monday 7 June
Whole Class Learning Week 3

Tuesday 8 June to Friday 11 June
June Vacation

Saturday 12 June to Sunday 27 June [2 weeks]
2nd Semester

Monday 28 June to Friday 5 November
Whole Class Learning Week 4

Monday 28 June to Friday 2 July
Semester commences

Monday 5 July to Friday 20 August
Mid-Semester break

Saturday 21 August to Sunday 29 August [1 week]
Semester resumes

Monday 30 August to Friday 15 October
Whole Class Learning Week 5

Monday 18 October to Friday 22 October
Labour Day

Monday 25 October
Study Week

Tuesday 26 October to Friday 29 October
OSCE

Saturday 30 October
Written Exams

Monday 1 November to Friday 5 November

15

General Information
General Notes
Years 4 and 5 have been designed to help you apply your knowledge to practical situations and to help you
develop from a student to an apprentice doctor. During the year you will complete block and vertical modules.
Block  Moduless  are  generally  attachments  to  a  particular  clinical  setting  for  a  period  of  weeks.  Vertical
Modules provide a more longitudinal focus on a particular area of learning over the year.
Each module has its own set of Learning Objectives and Assessments. Details about these can be found on the
relevant Moodle page.
The best way to get the most out of your year is to take as many opportunities as you can to meet patients, to
find out about their problems and then to synthesise this with your theoretical knowledge. We encourage you
to read about the conditions that your patients have. This is a great way to help your theoretical knowledge
“stick” in your mind.
You will never know everything, so learning to identify important gaps and working out ways to fill them are
important lifelong skills. Don’t expect therefore to be taught everything. Rather, by seeing the common and
important  conditions  in  your  patients  we  hope  you  will  be  stimulated  to  identify  and  prioritise  your  own
learning.
The educational philosophies in the ALM course should articulate effectively with those of the ELM course.
Teaching and learning should:
  Take place in hospital, ambulatory care, and community settings
  Maximise exposure to patients and to team working with other health professionals by incorporating
the student into the healthcare team
  Encourage self-directed learning driven by history and findings of patients
  Explicitly describe the objectives and learning outcomes.
  Ensure that concepts are understood as well as facts
  Incorporate vertical modules throughout ALM-4 attachments in a way which complements the clinical
content.
  Allow progressive acquisition of clinical skills with frequent observed formative assessment
  Ensure on-going development of professional attitudes and behaviour
The  curriculum  map  indicates  to  students  and  staff  the  key  elements  of  learning  within  the  MB  ChB
programme, demonstrating how they are organised, structured and related/linked to each other. It links these
elements to opportunities in the curriculum where students are likely to encounter them and to resources to
help them learn. As such it provides the best overview of the curriculum and how the various parts are related
to each other.
Notices/updates
All timetable updates, handbooks, term dates, forms, policies etc will be available on Moodle.  Please check
this on a daily basis for all regular updates.
Communication: Checking your student email
It is important to check and clear your student email on a regular basis. Any correspondence from the Medical
School will be via Moodle or your student email.  If you have any problems please contact ASK-IT.

16

Communication: Cellphones, iPads or Laptops
Use cellphones, iPads or laptops in a considerate manner: receiving calls, texting, tweeting and/or updating
your FB status during tutorials is not acceptable behaviour.
Communication: Social medial and the medical profession
The  Internet  immediately  connects  us  with  the  public  domain  and  we  must  continue  to  avoid  making
comments  or  posting  material  that  could  be  interpreted  as  breeching  the  boundaries  of  patient-doctor
confidentiality.
While blogging, tweeting, and other social networking avenues are, for the most part, well intentioned, there
is  the  potential  for  these  activities  to  have  future  adverse  consequences.  As  members  of  a  professional
community with high ethical standards, any comments, images and material you may leave on a personal page
could  embarrass  you  when  seeking  future  employment.  Any  photos  of  patients,  aspects  of  patient  care,
procedures, etc, must not be placed on social media. This includes material that you might gather while you
are on elective overseas. The 'rule of thumb' in this situation is to behave exactly as you would in New Zealand.
The standards that you will be held to account over, are the same.
Recording of patient interview and clinical presentations
Recording  of  patient  interview  or  clinical  demonstrations  by  students  is  not  permitted  under  any
circumstances.  Patients have not been asked for permission and it is inappropriate for students or others to
request  permission  at  the  time  of  the  demonstration.  Please  ensure  that  you  respect  the  confidentiality
implicit in all clinical demonstrations.
Guide to academic conduct
https://www.otago.ac.nz/study/academicintegrity/index.html
Over the course of your studies you will be required to submit a wide variety of work in a range of styles and
formats.  The  purpose  of  this  guide  is  to  introduce  you  to  good  practice  and  help  you  avoid  poor  or
unacceptable academic practice.
The Academic Grievance Procedure For Students, section 3.1.5 requires that, 'A clear statement on the nature
and unacceptability of academic dishonesty, including cheating, plagiarism and fabrication or falsification of
data will be provided to the students by the Course Co-ordinator or the department.' This appendix fulfils that
requirement.
University and Hospital Identification
New Southern DHB identification badges will be issued at the start of fourth year. This ID badge is to be used
during both fourth and fifth year. You must display your ID clearly at all times when in clinical areas.
You will be required to display your University ID, Southern DHB ID, and OMS-DC name badge.

17

Attendance and Leave
Students are expected to attend all (100%) learning opportunities to gain experience, and should demonstrate
enthusiasm, professionalism and commitment to learning. Individual modules will clarify their expectations of
attendance at the beginning of each module. Unsatisfactory attendance may result in terms being deferred or
denied. This particularly applies to all block and vertical module teaching in ALM.
It is however acknowledged that a student may wish to have leave from time to time to attend to personal or
extracurricular matters.
Staff and students have agreed that the process of applying for and having leave approved should be easy,
and without unnecessary barriers. The approval of leave and the decisions about any catch-up work needed
should be fair and reasonable and involve discussion where necessary with the student.
Application for Leave
Students are required to seek approval for all leave and once approved, should notify in advance, appropriate
convenors/administrators, supervisors or tutors. Where possible, planned leave should be requested six weeks
in advance.
Leave requests are submitted on line https://medschool.otago.ac.nz/course/view.php?id=1760&section=6
If the leave requested is for longer than 3 days it also needs approval from the Associate Dean (Student Affairs).
Normally, this would involve a brief meeting with the Associate Dean.
If students wish to discuss the process of applying for student leave, the Student Affairs Office can provide
information.
Consideration of Leave Application
When staff are considering approval of leave applications, the following points will be taken into consideration:
  Learning or professional development opportunities afforded by the activity
  The family or community importance of the student attending the activity
  Whether the student has extenuating personal circumstances
  Whether the student is participating in a national or international sporting or cultural event
  Whether the student is presenting, organising or representing a group at a conference or meeting
  The proportion of the module being requested as leave
  The reason the activity cannot be undertaken during scheduled holidays
  The length of leave relative to the activity
  The importance of missed teaching or assessment, and the student’s ability to catch up on missed
activities
  The student’s total leave in that year and any other leave in that module
  Whether the leave will benefit the wellbeing of the student
If a student’s application for leave is denied by the module convenor(s), or any catch-up required is seen as
being  unreasonable  by  the  student,  the  student  may  appeal  to  the  Associate  Dean  (Student  Affairs).  An
ultimate appeal of a leave decision by the ADSA, can be made to the Dean of the campus in ALM or the Director
of the ELM programme in ELM.
Sick Leave, Bereavement Leave or other Emergency
If  a  student  is  unable  to  attend  learning  sessions  or  their  attachment  due  to  illness  or  other  reasons  the
appropriate tutor(s), module convenor(s), the ELM Administrator (for ELM students) and the Student Affairs
Office must  be notified  on  the  first day  of  the  absence  and  on  any subsequent  days.  This  is  the  student’s
responsibility. It is important not only because of the missed learning opportunities, but also because staff

18

frequently arrange clinics and patients to be available for students so need to know if the student will not be
present.  A medical certificate is required for any student absence because of illness for more than 3 days.  It
is important that students absent themselves from work if ill, in order to avoid infecting vulnerable patients.
The length of time taken for bereavement leave is also considered on an individual basis. Please note that
evidence of bereavement should be provided i.e.: copy of death certificate, death notice etc.
Dealing with Missed Sessions
Please note in ALM it is the student’s responsibility to arrange any necessary catch up with the relevant module
convenor(s). Normally, in ALM, an approved absence of one or two days on a module would not need to be
made up, provided no essential teaching sessions or experience was missed. Above one or two days, if missed
content/experience cannot be completed within the module, this may lead to a module result of ‘Incomplete’
and a plan made to allow completion. Unexplained absences or absences when leave has already been turned
down, may be considered as unprofessional behaviour when it comes to assessment decisions.
Public Holidays
ALM4/5 Students are not required to work Public holidays
Attendance at clinical rounds while unwell
It is unprofessional to expose patients to risk of infection.  Students scheduled for a clinical round whilst unwell
should consider the welfare of those with whom they will be in contact, both patients and colleagues.  If in
doubt, please seek advice of staff.

19

Overview of the ALM programme at Dunedin Campus

20

Overview of ALM 4 Block Modules
Medicine 1 (including Ophthalmology)
The ALM4 Medicine Module is comprised of two four-week attachments that include Internal Medicine (IM)
and Older Person’s Health (OPH). For IM, you will be based in either Dunedin, Timaru or Invercargill (2 students
in Timaru and  2 in Invercargill for  each four  week attachment).  One  student  will  undertake  their  OPH
attachment in Timaru during weeks 5 – 8. Due to limited capacity in OPH, 4 or 5 students will be placed with
an internal medicine team for their OPH run (OPH/IM), while following the OPH timetable and taking part in
the OPH teaching.
Ambulatory Medicine Teaching is integrated across the whole module and provides focussed, systems-based
teaching with volunteer teaching-patients, and revision of clinical skills with supervision and feedback from
senior clinicians. This teaching occurs in the Otago Clinical Skills Lab (OCSL), Eye clinic and the 9th floor clinic
rooms. Attendance at these teaching events is compulsory.
Vertical module teaching also occurs across the eight-week attachment, including: pathology, pharmacology,
ethics, radiology and communication skills.
Assessment
Summative assessment comprises:
  a  long  case  examination  (observed  history,  examination,  differential  diagnosis  and  plan  for  an
inpatient)
  an end of run MCQ.
You must pass both these to achieve terms.
To achieve Terms, you must also:
  Achieve a satisfactory Clinical Appraisal for each attachment
  Achieve a satisfactory PASAF at the end of the module
Out of hours requirements
All students are expected to be available to attend out of hours when their team is on call. This will include
some  evenings  and  weekends,  and  depend  in  part  on  the  consultant  physician  for  the  team.  Additional
information about out of hours expectations is available in the module handbook.
Psychological Medicine
The  Psychological  Medicine  attachment  is  an  eight  week  module  that  includes  attachments  in  acute  and
longterm management settings. Some students will do a four week placement on the West Coast.
The field of psychiatry includes the primary care sector and the secondary (specialist psychiatry) sector. A basic
knowledge of how to assess and manage patients with a psychiatric disorder is essential and this attachment
is your opportunity to acquire the skills and knowledge to do this. You will learn about the major psychiatric
disorders, develop skills in assessment, in particular the mental state examination and risk assessment, and in
communicating  psychiatric  findings  concisely.  It  is  important  to  understand  mental  health  problems  and
mental illness as a complex interaction of biological, psychological, social and spiritual aspects which all need
to be considered in the therapeutic approach to the patient.
Learning Objectives:
  Demonstrate knowledge of the core psychiatric disorders: presentation, diagnostic considerations and
management
  Take a psychiatric history, perform a mental state examination and use the Te Whare Tapa Whā model
to learn about the patient as a person
  Demonstrate an ability to undertake a risk assessment

21

  Assess  and  quantify  cognition;  use  rating  scales  to  assess  depression,  anxiety  and  substance  use;
consider relevant cultural, legal and ethical issues in assessment.
Clinical Placements
Students will be assigned to two clinical areas during their attachment, changing over at week 5. Clinical areas
include Wakari Hospital, Dunedin Hospital, Southland Hospital, Te Nikau Hospital (Greymouth) and Community
Mental Health Teams. Students also spend time after-hours with the emergency psychiatry teams.
Teaching sessions
Are scheduled  throughout the attachment and are usually case-based. Topics included psychiatric and risk
assessment, the core disorders, history of psychiatry, promotion of recovery and wellbeing. Some sessions are
small  group  sessions  to  promote  discussion  of  specific  topics.  We  also  use  simulation  sessions  for  active
practice and feedback.
Assessment
You will be assessed on your academic work, your clinical skills, participation in learning activities and your
professional attitudes during your attachment.
Formative:
Summative:
Participation in Hauora Maori session
Case Presentation
Participation in Simulation session
Brief Focused Interviews
World of Difference reflective report
Logbook section
Student-generated MCQ
On-line test

Clinical Tutor Evaluation
PASAF
Teamwork
Working as part of a team is integral to your learning experience and you will learn how team members work
together with the patient and their whānau/families and carers. Support each other as you encounter a range
of challenging experiences. Take care of your emotional as well as your physical wellbeing and make the most
of opportunities to discuss and seek support from the clinical and academic team.
We hope that you enjoy this attachment and the many learning experiences offered.
Out of hours requirements
All students will be expected to do at least one evening shift (5.30pm to 10.30pm) at an Emergency Psychiatric
Services during the course of the attachment.
There are no weekend or Public Holiday requirements for the module.
West Coast
During the Psychological Medicine attachment two students at a time will have a clinical placement based in
Greymouth. Travel and accommodation arrangements are made by the Department. Students will be notified
of arrangements and receive a handbook detailing all the information required for this placement.
The West Coast District Health Board serves a population of 32,000 people over an area that is 600km long.
Its  isolation  and  geographical  nature  provides  many  challenges  and  students  will  have  opportunities  to
experience how health care is delivered in a rural setting together with the warm West Coast hospitality.

22

Surgery
Your eight week attachment in Surgery will be split into two four week runs. During these runs you will be part
of a surgical team. There are six teams in Dunedin, and two in Invercargill. There are two or three students on
each team, so four students will be assigned to Invercargill for each four week run. 
After having been assigned for four weeks to one team, you will rotate to a different team for the remaining
four weeks.  These teams constitute your “home base” and one of the team’s tutors will be your home tutor.
Medical students are not visitors – we consider you a member of the team.  Observations of and close contact
with  patients  can  bring  out  aspects  which  may  have  been  overlooked  by  other  members  of  the  medical
team.  You can assist in patient care by informing and discussing your concerns with others in the medical
team.  Please, feel at home on the wards.  All patients, whether elective or acute, are allocated to a student
who will follow that patient from admission to discharge. You are expected to attend operations on your own
patients and will often be invited to scrub.
During your time with us we would like to see  you develop and hone your history taking and examination
skills. Make the most of your contacts with patients – perform a complete examination whenever possible!
Tutorials
Each  week  during  your  attachment  there  will  be  five  x  1  hour  group  tutorials  covering  core  topics.  These
include  Full  Group  (presented  by  consultant),  Whole  Group  Case-based (presented by students  and  a
consultant), and Pathology (presented by pathologist and surgery consultant). Attendance at these tutorials is
compulsory.
Assessments 
PASAF. After completion of the attachment, each student will be discussed in a conference where all clinical
tutors contribute to your assessment for “performance within the team” as well as supply the information
needed for the “Professional Attitudes and Skills Assessment Form” (PASAF).  Your home tutor will discuss the
PASAF with you in the last week of the attachment
CASE WRITE-UP (week 4). One surgical case history is to be completed during the attachment
CASE APPRECIATION (week 6). You will complete an essay/case appreciation of approximately 1000  – 1200
words -  choose a specific surgical question that relates to one of your own patients. 
LOGBOOK: Each student will be provided with a case notebook to record activities and patients during the
attachment, to be handed in for assessment.
On the last day of the run there the following assessments:

MCQ/ Clinical based question:  Comprises 10 MCQ questions (10 marks) and 1 clinical based question
(15 marks). These will cover topics learned during your surgical run (25 minutes).

OSCE stations: There will be two 5 minute OCSE stations.  Two areas of clinical skills will be tested from
clinical examination, history taking and explanation and planning.
Out of hours requirements
All students will be expected to attend during weeknight evenings when their team is on call. They will also be
expected to attend for one weekend half-day when their team is on call. There is no requirement to be present
on Public Holidays.
Urban General Practice Module
This is a 5 week module that sits alongside the 3 week Public Health module. Together these attachments
constitute an 8 week quarter for the year. ENT teaching and clinics are also incorporated in this quarter, taking
place during the middle 6 weeks.
During the GP Module you will attend a combination of tutorials and simulated clinics, and 10 clinical sessions
with a GP in his or her practice. Ideally while on placement, we would like you to include at least one session

23

with a Practice Nurse, who is an integral member of the Primary Care team. At least four students each quarter
will do their GP placement in Invercargill.
A clinical session will generally be a half-day, either in the morning or the afternoon. Start and finish times will
vary from practice to practice.
Department-based morning sessions will begin  at  9.00am, while afternoon  tutorials will start at  1.30pm or
2pm, as indicated in the Module timetable. These are a mixture of whole group tutorials and small group work.
Seesions in the Clinical Skills Lab will start at either 8.45am or 9.00am, as indicated in the Module timetable.
These sessions include a clinical skills workshop, and a series of simulated clinics (called SECO clinics.) You will
be given plenty of information about these clinics in the orientation to the Module, which takes place on the
first day of the attachment.
The timetable for the run will be available on Moodle for each quarter, and a hardcopy is made available for
those who would like it. It has been configured so that most of the department-based teaching will take place
in  the first and fifth weeks  of  the  attachment,  with  plenty  of  time  available  in  the  middle  three  weeks  to
undertake your GP sessions.
Students based in Invercargill will follow a different  timetable for weeks 2 – 4 of the placement, and will be
briefed by our Invercargill teaching staff. Tutorial content delivered in Invercargill mirrors that being taught in
Dunedin.
Assessment
The attachment concludes with summative assessments, which take the form of a 5-station OSCE and an SAQ
test.
You  are  also  required  to  submit  a  reflective  essay  on  your  SECO  clinic  experience  (max  1000  words),  and
demonstrate satisfactory clinical skills and professionalism while on placement with a GP.
The final day of the module involves a one-to-one PASAF meeting for feedback with one of the Module tutors.
Out of hours requirements
There are no after hours requirements for this Module, however students are welcome to attend after hours
clinics with their host GP if the opportunity arises.
Public Health Module
The  Public  Health  module  is  three  weeks  long,  and  is  mainly  classroom-based with  some self-
directed work. This  module runs  in  conjunction  with  the  Pacific  Health  vertical  module,  which  includes the
Pacific Immersion Programme – during which you will live with a local Pacific family for a weekend and take
part in family and community events (COVID Alert Level dependent). Some of you will also attend ENT clinics
during this rotation.
Content
The Public Health module builds on some of the concepts taught during the ELM programme, and develops
your ability to apply these concepts using real world examples. Topics covered include Epidemiology/ Critical
Appraisal;  Public  Health  Ethics;  Health  Economics;  Health  Promotion;  Qualitative  Research;  Occupational
Medicine;  Healthcare  for  people  who  are  Intersex,  Non-binary,  and  Transgender;  Envirinmental  Health;
Hauora Māori issues in Public Health; Communicable Disease/Outbreak Management; Health Systems; and
Screening.
Site Visits (COVID Alert Level dependent)
During the module, you will visit a community organisation that provides a public health service (e.g. drinking
water treatment facility, needle exchange, Kiwi Harvest). These visits are undertaken in small groups, and your
group  will  present  the details  of your  visit to  the  other  students  later  in  the  module.  A  factory  visit  is
undertaken as part of the Occupational Medicine unit, and a visit to the local Public Health Unit at Wakari
Hospital  is  part  of  the  Communicable  Diseases  teaching.  The  Hauora  Māori  day  takes  place  at  Te  Kāika,  a
community hub located in Caversham that provides medical, dental, physiotherapy, and social services.

24

NB. Transport is provided to Te Kāika and the factory visit, but you will need to organise your own transport for
the Public Health Unit and community visits.
Assessment
There are three assessments in this module.
1.  End of run test (40%). This is a one hour test, the format is similar  to the Public Health SAQ in  the
5th year exam. You must get 60% on this test to pass the module.
2.  Study  design  assignment  (40%). This  is  an  essay-style  assignment  for  which  you  will  design  an
observational study (cohort or case-control study). You will work with a partner to design the study,
but must submit individual assignments (2,500 words)
3.  Participation in Pacific Immersion Programme + reflective essay (20%)
Out of hours requirements
One weekend of the Module encompasses the Pacific Immersion Programme. Detailed information about this
weekend is available on the Pacific Health Moodle page.
ENT/ Otorhinolaryngology, Head and Neck Surgery (ORLHNS) Module
The  ORLHNS  module  is  embedded  in  the  Urban  General  Practice  and  Public  Health  Modules.  You  will find
plenty of supporting material on Moodle: Lectures with voice over, written notes, and “presentations”. These
cover the syllabus and complement your clinical teaching.
Clinical teaching takes place on Tuesday and Friday afternoons between 2pm and 3.30pm. You are split into
small groups for this teaching, and will receive a roster indicating when it is your turn to attend these sessions.
There are also six tutorials on Tuesdays at 4pm. These are whole group sessions. The timetable for teaching
tells you what material is relevant for the tutorials.
The clinical teaching includes simulation activities, each will have an introduction followed by the activity. Each
activity takes about 30 minutes. You will also see a patient in clinic, so it is important that you are appropriately
dressed for this interaction.
Assessment
Towards the end  of your module, you are required to complete an on-line assessment. This is available on
Moodle  and  the  material  provided  covers  the  questions  in  the  assessment.  You  are  expected  to  pass  this
assessment as part of the run. More than 75% correct is a pass, you are allowed 4 attempts. So far no-one has
failed to pass the assessment, so don’t get too worried; it is part of your learning experience.
Out of hours requirements
There are no after hours requirements for this Module.

25

ALM4 Longitudinal Assignments
Pregnancy Long Case (PLC)
This attachment gives you the opportunity to share in a pregnancy, labour, delivery and postnatal experience
with a family and their midwife. Within reason, commitments to this attachment are to be prioritised over
Block Module requirements. If a potential conflict arises between commitments then you should discuss this
with your Block Module Convenor.
At the start of ALM4, you will be informed which quarter you will do your pregnancy long case. This will be
timetabled around when you are in Dunedin, rather than on an out-of-town placement. If for some reason
there  are  extraordinary  circumstances  making  it  difficult  for  you  to  undertake  the  PLC  attachment  at  a
particular  time  of  year,  please  contact  Mel  O’Brien  ([email address])   as soon  as  you  have
identified these, and we will try our best to help you. 
You will be assigned to a pregnant woman who is due to give birth soon and who has agreed to have a medical
student  involved  in  her  care.  The  midwife  looking  after  the  woman  is  one  of  our  midwife  tutors  (who  is
experienced in teaching medical students) and will get you as involved as possible, especially during the labour
and birth. You will also have a home tutor who is one of the Women’s Health University Lecturers, who will
help you navigate the PLC and will mark your assignment. If you are assigned to be with a woman who gives
birth before you have had an opportunity to attend an antenatal visit with her, your home tutor is the person
with whom you should discuss this.
The learning outcome for this attachment is to gain an understanding of ‘normal’ pregnancy and birth, which
can be straightforward or complicated, but is generally unpredictable, and always exciting.  Once you have
been  assigned  a  pregnant  woman,  which  usually  happens  1-2  weeks  into  the  quarter  of  your
Pregnancy Long Case attachment, you will arrange to meet her and attend at least one antenatal visit, and be
present  at  the  birth,  then  see  her  in  the  postnatal  period. Usually  you  will  then  follow  that  baby  for  your
Paediatric Infant Follow-Through.
At the end of the PLC you will be able to:

Take an obstetric history

Conduct an obstetric examination including blood pressure, urinalysis, estimate the size of the fetus
by measuring the fundal height,  determine the fetal lie, presentation and position by palpation, and
record the fetal heart rate

Describe the principles of antenatal care including risk assessment

Describe the stages of labour, and the principles of management of labour and childbirth

 Write a reflection on your involvement in the woman’s care and birth

Describe the principles of postnatal care

Describe the breast changes in pregnancy and lactation with reference to your mother and baby
Assessment
This module is assessed by both the midwife tutor that supervises the clinical portion of the long case (via an
assessment form), and a written assignment of around 3000 words. As part of the assignment you will take an
obstetric history and consider the risk assessment for the pregnancy, labour, delivery, and describe postnatal
care.  We ask you to describe the normal physiology of birth and lactation, and to consider any pathological
or ethical issues that might arise for your pregnant person and their whanau.  The assignment is to be handed
in 10 working days after the birth. 

26

Infant Follow-Through Long Case
The infant follow-through case is an opportunity to follow an infant from birth to 18 months. The case will
start in ALM4, when you are assigned a mother to follow in the pregnancy long case. It continues into ALM5,
with a submission date in September of ALM5.
You will have the opportunity to be at the infant’s delivery, talk to the family about their experience, learn
about new born care, and participate in examining an infant. You will then continue to follow the infant by
visiting the family up to 18 months. You will be engaging with the family about their experiences with a new
child, learn about feeding, immunizations, and track the development of your infant from a new born to 18
months. This is a great opportunity to observe gross motor, fine motor, social, cognitive, and language at
various developmental stages.
It is up to you to initiate and maintain contact with your assigned family. If you are having difficulty doing this
you should contact the Long Case convenor.

27

Overview of ALM5 Block Modules
Medicine 2
(Information from Moodle. May be updated during the year.)
The seven week ALM5 Medicine Module comprises an introductory week of whole group learning, then two-
week attachments with Cardiology, Respiratory Medicine and one other medical specialty.
There are also outpatient clinics and ambulatory days in Oncology, Endocrinology and Renal medicine.
To achieve Terms for Year 5 Medicine you must:
1.  Pass the requirements for the Cardiology, Respiratory, Medical Specialties and Ambulatory Medicine
as described in relevant sections of the handbook.
2.  Submit 2 case write-ups at a satisfactory standard.
3.  Pass the OSCE examination.
An overall PASAF form will be completed for the module.  This will be discussed with you individually on the
last day of the module.
Out of hours requirements
To be advised
Child Health and Reproductive Medicine Module (WCH)
This seven-week module comprises two combined attachments:
  Child Health - approximately 60% of the course
  Reproductive medicine - approximately 40% of the course
Over the seven-week module, there will be a mixture of teaching tutorials and some case based interactive
sessions.
Your Child Health clinical experience will be in the Children’s Unit, NICU and outpatient setting. Reproductive
medicine’s clinical experience will be in theatre, inpatient and the outpatient setting. Most students will spend
at least two weeks of this module in Invercargill.
Students describe this as a busy run with the two attachments, but their feedback has reported how organised
and supported their time with us was.
Assessment
Summative Assessment during this attachment:
  Child Health case write-up with critical appraisal
  Reproductive medicine case synopsis
  Reproductive medicine case presentation
  End of attachment MCQs
  End of attachment online OSCE
Out of hours requirements
To be advised; includes one weekend on Acute/on-call Paediatrics, hours 8.30am to 11.00pm both days.

28

Musculoskeletal, Anaesthesia and Intensive Care
(Information from Moodle. May be updated during the year.)
This  is  an  integrated  teaching  module  incorporating  four  main  disciplines:  Orthopaedics,  Rheumatology,
Anaesthesia and Intensive Care.   The course has been designed to assist you in bridging the gap between the
ELM Course where the emphasis has been on basic sciences like anatomy, physiology, pathology etc. and the
Trainee Intern year which focuses on clinical skills and problem solving.  
The module is divided into a 7 week clinical attachment and two block teaching days which are part of the
Whole Class Learning (WCL) weeks. Teaching includes time on the wards, in outpatients’ clinics, in tutorials
and in theatre.
In 2021 some students will do some of the placement in Invercargill, with the aim of some students completing
the whole module in Invercargill from 2022.
Assessment
In Course Assessment
This will be based on the following:
  Satisfactory attendance including rostered nights and weekend acute attachments
  Satisfactory participation in team activities
End-of-Attachment Assessment 
The end of attachment assessment will comprise
  at least 3 observed 7-minute OSCE stations, covering orthopaedics, rheumatology and emergency
management
  57 extended matching MCQs (computer-delivered)
At the end of the OSCE there will be a feedback session with the examiners where the exam will be discussed
with the students.
Assessment of non-academic skills
Each student will also be assessed on the standard University of Otago Assessment form for Medical Students
(PASAF) by the orthopaedic consultant whose team you have been attached to.
Out of hours requirements
All  students  will  be  rostered  to  an  on-call  Acute  team  and  expected  to  attend  during  weeknight  evenings
(5.00pm tp 11.00pm) with that team. They will also be expected to attend for an acute weekend, hours 8.30am
to 11.00pm both days. There is no requirement to be present on Public Holidays.

29

Rural Health Module
All placements are outside of Dunedin
Rural Health offers a valuable opportunity to challenge yourself in preparation for your Trainee Intern year:
  significantly expanding and consolidating your knowledge and skills
  integrating and applying everything you have learned so far
  actively participating in the clinical work of your placement (under appropriate supervision), as part
of the team caring for patients.
During Week 1 you  will  be  based  at  the  Department  of  General  Practice  and  Rural  Health.  We  have  a
busy programme of  tutorials,  simulated  patient clinics  and  other  activities designed  to  prepare  you  for
the rural  clinical  environment,  activate your  pre-existing  knowledge  and  skills,  and identify your  priorities
for learning. You will also need to finalise arrangements for your placement, including travel, accommodation
and record-keeping.
You will be on placement in a rural or provincial setting during Weeks 2 – 6.
We take your preferences and personal circumstances into account when assigning you to a pacement, as far
as possible given the limited number of practices available and other constraints. We are generally not able to
announce where you will be going more than 1 – 2 weeks in advance, as we need to procure places for the
whole group before informing individual students. Options often include Motueka, Golden Bay, Greymouth,
Central  Otago, Oamaru, Kurow, Temuka, Geraldine, Waimate,  Twizel, Tapanui,  Winton,  Te Anau, Tuatapere,
Gore and Mataura.
Most  locations  necessitate  a  driver licence and  we  strongly  advise  you  to make  the  effort  to get  your  full
licence before this module, if at all possible.
We  send  students  to  a  variety  of GP practices,  and  some  of  you will  also spend  time  at  a  Rural  Hospital
(e.g. Dunstan,  Oamaru).  Our  clinical  teachers  are  mostly  GPs,  but  include  Nurse  Practitioners  and  Rural
Hospital Doctors. Where possible we encourage you to attend emergencies in the community with responders
such as St John.
While away from Dunedin you will learn from each other by sharing cases and experiences on our Moodle
discussion board.
In Week 7 you  will  be  back  at the  GP  Department for discussion  and  reflection on  the  preceding  weeks  to
maximise your learning, as well as assessments.
Assessments for the Module comprise
  a feedback form from your clinical placement supervisors,
  a clinical problem-solving assessment,
  a small group presentation on an assigned topic,
  a written multiple-choice question and short-answer question exam,
  a five-station OSCE (history, examination x2, explanation and planning x2).
You are also required to demonstrate appropriate professionalism throughout the Module.
We look forward to supporting you in an enjoyable and stimulating programme, and hope that becoming a
clinician will start to be a tangible reality for you!
Out of hours requirements
We encourage you to make yourself available for up to five ‘on-call’ (after-hours weekdays, or on weekends)
shifts during the five week placement, where this is available. If it is possible to spend some time with the
Ambulance service during your placement, this is also a very valuable experience. It is your responsibility to
arrange  your  participation  in  after-hours  shifts  by  liaising  with  your  host  GP,  rural  coordinator,  hospital
doctors, St John Ambulance staff.

30

ALM5 Longitudinal Assignments
Paediatric Chronic Longitudinal Case
During  your  first  5th year  Whole Class Learning Week  you  will  be  assigned  in  pairs,  a  child  with  a  chronic
condition to follow until September that year.
A chronic condition in a child can affect their functioning and development into a competent adult. It also
affects the functioning of the whole family, and the community, and medical supports that revolve around
them.  This  assignment aimed  to give  you  some  insight  into  these  issues,  which  you  will  not  be  able  to
appreciate from your contact with acute hospital paediatrics alone.
To appreciate the impact of a chronic condition on the child, family/whānau you will be required to visit them
in their home a minimum of three times between February and September.
Summative assessment submission date is in September:
  Family evaluation 30%
  Essay or artistic expression with a write-up 70%
Clinical Ethics Case Analysis
Each member of the class is expected to write up and submit one ethics case analysis, due early in the second
semester of ALM5.
Submission of a satisfactory case analysis is a condition of successful completion of the module. It will be used
to evaluate your sensitivity to ethical features of practice and your reasoned application of ethical concepts.
You will be given feedback on your essay.
The case analysis can be about a patient (duly anonymised) from any of the rotations that you have done in
year five (or year four if you came across a situation then that you wish to analyse). It should be suitable for
ethical analysis, i.e. raise particular ethical, or demonstrate ethically challenging areas of practice. They do not
need  to  be  insoluble  dilemmas,  and  may  demonstrate  high  ethical  and  legal  standards  as  well  as  difficult
situations. The best ethics case write-ups are often ones where you have been moved to think about it at the
time or later on. So, if you saw a situation that made you think about ethics that’s probably a good one to pick.
Detailed information about this essay, including a marking rubric, are available on the Ethics Moodle page.

31

Overview of Vertical Modules
Clinical Pharmacology
The primary purpose of the clinical pharmacology module is to prepare students to be able to prescribe safely
and effectively.  A secondary purpose is to enable students to participate in the processes of using medicines
safely, through reporting and recording of adverse drug reactions and adverse events.
Clinical pharmacology provides the science that underpins the use of medicines (therapeutics).  Understanding
this  science  will  improve  your  ability  to  prescribe,  and  to  use  medicines  safely  and  effectively.

Clinical  Pharmacology  teaching  occurs  during  Whole  Class  Learning  weeks,  Thursday  afternoon  teaching
sessions in 4th year, and in a number of block modules in ALM, including:
  Medicine 1
  Surgery
  Child Health and Reproductive Medicine
  Musculoskeletal, Anaesthesia, Intensive Care
The Clinical Pharmacology teaching is aligned with the essential learning medicines list, the core presentations
and the learning objectives.
Assessment
In the 3rd quarter of Year 5 there will be a MCQ test which is a terms requirement.  You must achieve a mark
of 75% to pass, but you can have multiple attempts at the test and your best mark will be the accepted score.
You are expected to prepare for each tutorial in Years 4, 5 and 6 by watching the recorded mini-lecture, reading
the associated readings, answering the multiple choice questions for each session and by preparing answers
to the case-based tutorial questions which you will bring to each feedback session.
Questions relevant to the clinical pharmacology teaching may be included in the end-of run assessments and
in the common-component exams at the end of Year 5.
Clinical Skills
In ALM you  will  build  on  the  foundational skills introduced in  ELM. Competence  in clinical  skills  is  central
to becoming a capable clinician – able to communicate well with patients and colleagues, gather information
from history  and  examination,  think  critically, prioritise appropriately, formulate  a  coherent  diagnosis  and
management plan, and carry out the plan.
As clinicians who need to be able to work in challenging environments, sometimes with incomplete data and
limited  resources,  we  must  cultivate  an  awareness  of  our  own  thinking  processes,  including  how  we
approach uncertainty and the potential for biases and error.
We need to be competent at a broad range of procedural skills, e.g.  effective hand washing, urine dipstick
analysis, safe disposal of sharps, suturing wounds, drawing up and checking intravenous drugs, controlling
external haemorrhage by direct pressure, and urethral catheterisation.
Clinical skills is an integral part of ALM, and you will have many opportunities to acquire and consolidate the
knowledge and abilities that you need to ‘think like a doctor’, and the associated procedural skill set.
Specific learning opportunities and resources available include the Communicating in Challenging Situations
module,  simulated  consultations  (e.g. SECO  Clinics in  the  4th Year  Urban  General  Practice  Module  and
5th Year  Rural  Health  Module), procedural  training  at  the  Otago  Clinical  Skills  Laboratories  (Fraser
Building), clinical  reasoning  exercises,  your 2nd and  3rd Year  Clinical  Skills  workbooks  and  videos,
and the clinical skills app.
Please see our Moodle page for further information, and to download the app:
https://medschool.otago.ac.nz/course/view.php?id=1900

32

Communication Skills
The Communicating in Challenging Situations module runs through three of the four attachments in ALM 4.
We hope that your previous learning in ELM Clinical Skills will help you to make a smooth transition to this
module.
In this module you will have the opportunity to work individually with a tutor (and also in small groups) to
identify areas of communication that you would like to improve and also to apply your communication skills
to challenging clinical situations which are directly relevant to each of the following attachments: Medicine,
Surgery and Psychological Medicine.
By  the  completion  of  4th  year  we  hope  you  will  have  expanded  your  knowledge  and  skill  base  to  have
confidence in situations that even experienced professionals can find difficult.
Course Requirements
1.  Participation  in  three  group  tutorials  over  the  year  –  one  for  each  of  the  following  attachments:
Medicine, Surgery and Psychological Medicine.
The tutorials in Medicine and Surgery are designed to help you prepare for your filmed interviews.
The tutorial related to the Psychological Medicine attachment is a 1.25 hour skills-based tutorial which
will require some pre-tutorial reading, followed by in-class skills practice.
Students who  are on placement outside of Dunedin at the time of a tutorial will be provided  with
tutorial notes and, in the case of the Psychological Medicine tutorial, catch-up work to complete.
2.  Completion of two filmed interviews (one in Medicine and one in Surgery) with an actor playing the
patient  role.  Completion  of  pre-tutorial  and  in-class  work  related  to  the  Psychological  Medicine
attachment.
3.  Completion of online reviews for both of your filmed interviews (using Bracken Learning - the online
reflection  system)  followed  by  attendance  at  the  individual,  face-to-face  meetings  with  your
Communication Skills tutor for each of your filmed interviews. The times/dates of all tutorials, filmed
interviews and 1:1  reviews that you  need  to attend will be emailed  to you  in  advance as the year
progresses.
Ethics and Law
The  teaching on  ethics  and  law in  ALM  builds upon  the teaching  you  had in  ELM.   It  aims  to extend  your
sensitivity to and understanding of the concepts introduced in ELM, and to develop your ability to apply them
in a range of areas of practice, particularly (though not exclusively) clinical situations.  Through this you will
become able to make complex ethical decisions on the basis of sound ethical reasons, in accordance with New
Zealand law.
Most  of  the  teaching  occurs  in  tutorials placed  within each  rotation.   They  are  led  by  teachers  from  the
Bioethics Centre, sometimes with clinicians from the current attachment.  The ethical issues taken up in each
tutorial will reflect those typically encountered on that attachment. Some teaching also occurs during whole
class learning time.
In some tutorials, students will be expected to present cases that will be discussed and reflected on by the
class.
Lectures on medical law, prepared by a local health law specialist, will be available on Moodle, and time will
be allocated  to view these during whole class learning time. Legal concepts are often  raised  and discussed
in the tutorials.  This reflects the close relationship between ethics and law.
In year  5 you  are required to  complete a  written ‘Clinical Ethics Case Analysis’. This  is  the  only  in course
assessment for this module –  see the Moodle page for details. There will also be a short answer  question
relating to ethics, law and professionalism in the end of year exam.
General  supporting  material  is  on  Moodle. See in  particular the  'Introduction  to  Clinical  Ethics',  and  the
glossary of key concepts introduced in ELM.

33

Hauora Māori
Hauora Māori/Māori Health
Tēnā koutou katoa.
Nau mai, piki mai, kake mai rā ki Te Whare Wānanga o Ōtākou. Koia nei te kāpui Hauora Māori mō ngā tauira
i eke mai nei i te pūtake. Kāore e ārikarika te whai whakaaro ki a koutou: anei kē mātou hei poutokomanawa,
hei pou whakawhirinaki i ngā tau kei te heke mai, ā haere ake nei.
Welcome  to  the  University  of  Otago,  Dunedin  Hauora  Māori  vertical  module  for  ALM   students.  We  look
forward to supporting your learning in ALM Hauora Māori and your development as doctors throughout the
coming years.
Hei whakapā atu/Contact Information:
Kaituku/Convenor: Ahorangi/Professor Joanne Baxter Imeera/Email: [email address]
Kaiwhakahaere Tari/Adminstrator: Tui Kent Imeera/Email: [email address]
Our  address is 71 Frederick Street.  Our  whare/building  is on  the corner of Malcolm  and Frederick Streets,
alongside the Hunter Centre Annex. We welcome students who are needing support with regards to Hauora
Māori. We are accessible via email to make appointments.
Tiro Whānui/Module Overview:

Aims of the Hauora Māori Curriculum
To prepare graduates to work alongside Māori patients, whānau, providers and community to support Māori
health advancement, through:
  Acknowledgement of Māori as the indigenous peoples of Aotearoa/New Zealand, and understanding
the ongoing impact of colonisation and racism on current Māori health status.
  Demonstrating  an  ability  to  support  Māori  community  initiatives  and  following  Māori  health
leadership/ guidance.
  Demonstrating Hauora Māori competencies that identify and respond to individual patient/whānau/
community expectations e.g. use of te reo Māori, inclusion of tikanga within health service delivery,
inclusion of whānau within the health journey etc.
  Delivery  of  health  services  that  support  equitable  health  outcomes  for  Māori  patients/whānau/
community.
  Advocating  for  health  system  and/or policy  changes that  support health  equity  that  is  tailored  to
diverse needs within Māori communities.

34

5th Year Hauora Māori Immersion Week
The 5th year whole class learning immersion week in Hauora Māori, involves a four day programme.  The first
day is on campus, and provides a platform for key learning for the rest of the week, followed by a half-day of
independent learning. The remainder of the week, involves a Noho Marae, staying at one of the local Ngāi
Tahu  marae  in  Otago,  experiencing  a  cultural  immersion  and  engaging  with  a  range  of  sessions  aimed  at
enhancing competence and confidence in Hauora Māori practice. Resources to enable you to prepare for this
event are available on our Moodle page.
The focus of Hauora Māori teaching and learning for this week is for you  to participate in  and experience
Hauora Māori in Action, exploring how to make a difference in Māori health, across a range of areas including
clinical, community and as 'agents of change'. The settings include on-campus and from within a marae and
community setting.
One key aim is to build on knowledge and skills in the practice of medicine in Māori health  - working with
Māori individuals, whānau and communities. Marae are an  important part of the lives of many Māori and
marae  reflect  and  embody  Māori  relationships  with  health,  wellbeing,  and  the  past,  present  and
future. Gaining  an  understanding  of  Hauora  Māori  within  a  marae  and  community  context  provides  an
opportunity  for  gaining  further  insights  and  understanding  about  Māori  Health  and  ways  of  working  with
Māori.
ALM Assessment for Hauora Māori vertical module
Attendance at all Hauora Māori teaching in ALM is a terms requirement, and absences will require catch-up
sessions to cover missed material
Hauora Māori in ALM in the Dunedin Campus is examined in 5th year in the end-of-year exam, and may be
assessed in any of the examination formats: OSCE, MCQ or SAQ.
The 5th year Noho Marae is also a terms requirement and students are expected to attend the full noho.  A
reflective essay is part of the assessment from the noho.

35

Pacific Health
Pacific  Health  in  ALM  builds  on  what  was  taught  in  ELM  to  further  broaden  students’  knowledge  and
understanding  about  the  health  of  Pacific  peoples  in  New  Zealand  and  the Pacific  region.  It  promotes  the
importance of appreciating diversity in our pacific communities, understanding shared values, and includes
the strengthening of engagement with pacific patients to improve health outcomes.
The teaching of Pacific Health embraces community involvement and provides opportunities to learn within
non-traditional  settings.  In  ALM  4,  the  Pacific  Immersion  Programme  (PIP)  provides  the  opportunity  for
students to spend a weekend within the Pacific community. The Samoan, Cooks Islands, Tongan and a mixture
of minority ethnic communities have offered to host students. Prior to the weekend, students are fully briefed
and prepared for engagement and how best to learn within this environment, with a debrief session after the
weekend.  Students  are  required  to  write  a  reflective  essay  about  their  experience.  This  has  been  a
transformative  part  of  learning  from  many  students,  and  our  staff  will  prepare  you  well  for  engagement
through this learning opportunity.
In 2021 Groups B,C and A will have their PIP weekend during the Public Health Module, while Group D will do
this during the Urban GP Module.
In addition to learning about Pacific Health through engagement with local communities, students will have
an opportunity to learn about health in the international context through the Global Health Classroom. This is
peer-led case-based learning, organised with medical students at the National University of Samoa. This is an
interactive online class, where students from both medical schools share learning based around real cases in
each of their respective countries.
There is a whole day teaching in ALM4 on mental health involving whole class teaching with Pacific  mental
health  specialists,  and  small  interactive  group  sessions  utilising  e-resources  and the  wealth  of  experiences
from members of our Pacific community.
In  ALM5  our  whole  day  teaching  is  on  women’s  health  and  engages  relevant  Pacific  health  specialists  in
women’s health, and smaller interactive group sessions with members of our pacific community.
Handbooks for our whole day teaching and extra resources will be available on med moodle prior to each
teaching session.
Palliative Medicine and End-Of-Life Care
Palliative and end of life care (PEOLC) is an inherent part of clinical practice in most healthcare settings, so you
can expect to be directly involved in caring for patients and their family/whānau who have life-limiting and
life-threatening  conditions  in  your  learning  and future  practice  as  a  doctor.  This  module  aims  to  help  you
develop the necessary knowledge, skills and attitudes to be able to provide a high standard of primary (non-
specialist) palliative care in a broad range of situations and healthcare settings by the time you qualify as a
medical doctor.
PEOLC  is  an  integrated  module  that  is  embedded  within  the  teaching  provided  by  various  departments,
progammes and modules from years 2-6. Essential principles and concepts which underpin the  practice of
PEOLC are introduced in ELM (e.g. philosophy of palliative care, loss, grief and bereavement, ethical principles,
illness narratives and hospice care), while ALM focusses more on clinical issues such as symptom management,
ethical issues, end of life care and advanced communication skills. Much of your learning about PEOLC will also
occur informally on clinical attachments through your interactions with patients, families and the healthcare
team.  You  will  learn  a  lot  from  these  experiences  and  while  it  can  be  challenging,  it  is  also  enormously
rewarding, both personally and professionally.
PEOLC works closely with other modules and disciplines to coordinate your teaching and learning experiences.
The learning objectives, ppt presentations, readings and other resources are posted on Moodle. There is also
a palliative care student interest group (SIPmed) that meets monthly (look for  it on facebook and  join  the
group so you receive notifications about meetings and other relevant information).

36

Pathology
Pathology  teaching  includes  Anatomic/surgical  pathology,  haematology,  chemical  pathology,  and
microbiology.
Anatomic pathology:  You will get instructions to access online learning material (Kuracloud) during the 4th year
medical and surgical block modules. In addition, weekly tutorials will contribute to your teaching in anatomic
pathology.  In  addition,  some  pathology  such  as  skin  lesions  and  lymphoma is taught  during  whole  class
time.  During 5th year you will have pathology teaching during the musculoskeletal and gynaecology rotations.
Haematology:  Haematology is mostly taught during the Thursday afternoon whole class sessions, in a mixture
of lectures, small group work and online resources.
Microbiology:  Building  on teaching  from  the  last  three  years,  practical  skills  in  microbiology  will  be  taught
during whole class time in 4th year, as well as during some of the Block Modules in both years (e.g. Urban GP,
Musculoskeletal, and Rural Health.
Chemical pathology:  Selected aspects of chemical pathology will be taught in 4th year on Thursday afternoons
and in the Urban GP module. In addition, use your renal, respiratory, endocrine and other teaching within the
medicine module to learn chemical pathology.
Professional Development
Professional Development helps you become an effective and respectful doctor. The three clinical years will
provide you with learning opportunities and support so that the aims of the course are successfully met. You
will then be responsible for your own ongoing professional development throughout the rest of your career.
Our Professional Development program will provide you with an excellent base from which to continue as a
graduate. Important building blocks will be presented, and targeted sessions for skill development organised,
with an emphasis on the importance of effective collaboration with other students and healthcare colleagues,
as well as patients. The program in DSM features ongoing mentoring in peer groups throughout ALM 4, 5 and
6.
Thursday  afternoon  and WCLW  sessions  provide  classroom  learning  opportunities  throughout  years  4  and
5. All clinical attachments provide the opportunities to experience doctors “at work”   and to be developing
your own sense of what this means for you, and your own practice,  as you progress through the course.
Whole Class Learning Week Program
Professional Development sessions are designed to be interactive and will build on on material available on
Moodle,  as  well  as  your  own  clinical  experiences.  Many  of  these  sessions  are  not  recorded,  for  obvious
reasons, so attendance is considered a professional duty. If you are unable to attend a session, please let our
Administrator Angela King know your reasons.
Mentoring
Early in the academic year you will be assigned to a mentor group and mentor, with whom you will be required
to meet on a number of occasions though the year. For ease of logistics and ongoing functioning these groups
will  generally  be  aligned  with  your  clinical  attachment  groups.  Active  engagement  within  this  group  is  a
requirement  for  satisfactory  completion  of  each  ALM  year,  and  will  be  documented  by  your  small  group
mentor. Any concerns regarding this will be dealt with  by the Convenor Dr Nigel Thompson in conjunction
with  your  group  Mentor.  More  information  about  this  will  be  provided  in  the  Introductory  Whole  Class
Learning weeks for both ALM4 and ALM5.
Active participation in a Mentoring group  allows students to productively review clinical experiences together,
in  a  peer  group  facilitated  by  an  experienced  faculty  member.  These  groups  provide  a  confidential
environment for students to individually and collectively reflect on, and learn from, their clinical experiences.
This is a key format for ongoing professional development which is mandated at the post-graduate level by all
of the Medical Colleges in New Zealand and is required by the New Zealand Medical Council for ongoing re-
accreditation.
TPERs

37

Thought Provoking Event Reports (TPERs) provide a means for students to develop and display their capacity
for reflective practice in a confidential individual assignment. This will involve the submission of a short written
account to a secure section of Moodle, which will then be discussed privately with your Mentor  in a 20 – 30
minute  one-on-one  session.  It  is  a  terms  requirement  to  complete  this  TPER  assignment  to  the  expected
standard. One report will be required to be submitted and discussed with your mentor during each year of
your ALM study. In the event of scheduling difficulties the Convenor Dr Nigel Thompson will help complete
this task.
Radiology
(Information from Moodle. May be updated during the year.)
The  overall  purpose  of  the  radiology  vertical  module  is  to  ensure  that  you  have  the  ability  to  function
effectively in clinical practice as a first year house officer.
Specific radiology teaching sessions are timetabled during your attachments. You will also encounter radiology
opportunistically as you work with patients in clinical settings. You should seek opportunities to increase your
understanding of radiology and practice interpretations with the support of your clinical teachers.
A number of useful support resources are provided on Moodle to assist you.
Assessment
Radiology  as  a  discipline  is  not  independently  assessed,  however  it  is  embedded  in  many  aspects  of  the
curriculum. 
You  can  expect  questions  that  require  the  interpretation  of  basic  radiology,  as  defined  in  the  objectives
(available on Moodle), to occur in end-of-run assessment and in your 5th year final examinations.


38

Rural Medicine Immersion Programme (RMIP) for ALM5
Each year twenty-five Otago  Medical  School students will  get  the  opportunity  to  spend  their  ALM5 year  in
rural  New  Zealand.  This  option  has  been  available  since  2007 and,  as  of  2020,  two  hundred  and sixty-
four students have passed through this programme.
Students are placed for the whole academic year in groups of three or four students in one of seven regional
teaching  centres based  on  Dannevirke,  Masterton,  Blenheim,  Greymouth,  Ashburton,  Queenstown  and
Balclutha.  They spend half their time attached to the local small hospitals and the other half in the general
practices. They work in an apprentice-like model with the medical officers, general practitioners, nursing and
ancillary staff caring for patients in their facilities.
Learning  is  largely  self-directed  and  occurs  through  the  high  level  of  patient  contact  provided  in  this
programme, as organised by local regional teaching centre coordinators.  Students will see patients under the
supervision  of  experienced  medical  staff,  take  that  experience  away  and,  in  self-directed  learning  time
research and learn about those conditions they have encountered. They also get time to study conditions they
have  not  yet  encountered,  to  ensure  they  achieve  good  coverage  of  core  curriculum  conditions.  The
experience of working under the supervision of professional personnel, observing procedures, doing the same
under  supervision  and  when  confident  alone accumulates  for  the  student  a  good  repertoire  of  core
skills.  Students are required to do four after-hours sessions a quarter to experience the emergency situations
in rural practice.
A half-day tutorial time each week is conducted by the local coordinator in their teaching centres and four
residential weeks provide some specialist based learning opportunities.  Students are encouraged to become
immersed in the environment of the community, and take up opportunities to engage in cultural, sporting and
outdoor activities. The student experience is excellent, patient exposure is high and they experience the real
medical life they are training for.
Assessment occurs towards the end of each quarter with MCQs, SAQs, OSCEs, assignments of case studies, an
ethics essay, all checked and reported back to the student. Each student compiles a portfolio of prescriptions
and referral  letters  they  have  created. Students  sit  the  Otago  Medical  School’s  end  of  year  assessment  in
common with the students of the Dunedin, Christchurch and Wellington campus.
Students arrange to flat together in their groups of three or four and this forms the basis of their study groups.
Students apply by letter through SONIA and applications are accepted from June.  Applications close August
(August 22nd in 2021) and all applicants will be interviewed early in September and, if successful will be invited
into the programme by mid-September (Friday 17th September in 2021).  Applicants will indicate their order of
preference for regional teaching centres and allocations will be made by early October (Friday 1st October in
2021).  It has been noted that even though students don’t always get their first preferences they still enjoy the
programme in the localities they are placed.
An  ex RMIP  student reported  back “I  feel  like  I developed as  a person  and  professionally immensely.  While
studying/working in my RMIP year I always felt like a valued member of the team & dealt one on one with
senior  staff members (consultants), house  surgeons, GPs, nurses and other hospital  staff a  lot  more  than I
would have in a main centre. I was often asked about what I thought about a situation/patient & including in
decision making while at the same time being very well supported.     We received multiple tutorials/on the spot
teaching from our senior colleagues however the majority of our study was self-directed”.
Dr Branko Sijnja, RMIP Director
Email [email address]
RMIP Administrator
Email [email address]
How to apply
https://www.otago.ac.nz/dsm-gprh/rmip/otago740077.pdf

39

Options for TI Year
Although most students continue on to TI year at the same campus where they were for ALM4/5,
there is the possibility of transferring to another  campus within OMS, or even transferring to the
University of Auckland Medical School. Students can also opt to do their whole TI year in Invercargill or
Timaru.
An  email  is  sent  to  all  students  early  in  ALM5  (usually  Feb/March),  inviting  applications  through
written  submission  to,  and  interview  with  the  Associate  Dean  of  Student  Affairs.  Students  are
informed of the outcome of their application by mid-April.
Transfer between campuses of OMS is only possible if space is available in the campus you wish to transfer to.
For transfers between OMS and Auckland the following criteria need to be met:
a.  a one to one exchange of students can be arranged
b.  the student has achieved a standard of performance acceptable to the Academic Board;
c.  the Academic Board is satisfied there are special reasons for the student to transfer
d.  the University of Auckland has sufficient resources and facilities to accept the student.
Note: Students transferring from Otago to Auckland will graduate with the Otago MB ChB degrees.
Please feel free to contact the ADSA if you would like further information about this process.

TI Year Elective
For the foreseeable future, TI Electives will need to be NZ based (usually within the OMS region). If
you are in 1st Quarter for Elective, this will need to be planned during 5th Year.
Elective placements available are dependent upon resources and timetabling. These are published
on the SONIA database. You will receive further information about applying for Elective placements
during 5th year, including instruction on how to use the SONIA database.

40

Research Opportunities
Summer Studentships
The  main  objective  of  the  Summer  Studentship  Programme  is  to  give  undergraduate  Medical  and
Science/Social  Science  students  an  introduction  to  research.  The  programme  provides  students  with  the
opportunity to work within an excellent research environment and to mix with researchers and post-graduate
students who are working at the forefront of their fields. Students become familiar with a complete research
experience, from project planning and data collection through to reporting results in a public forum.
Research is the fundamental cornerstone of all aspects of clinical medicine. Many summer students eventually
go on to take up a career in research (some senior researchers gain their first taste of research as a summer
student), whilst others acknowledge that their exposure to the rigors of research enriched their degree and
honed their critical thinking ability.
An educational grant of $5,000 is paid to students accepted into the summer studentship programme. The
programme is open to any Medical and Science/Social Science undergraduate student currently enrolled at
any New Zealand University. Projects with funding are supervised by staff members from all campuses and
associated institutions.
Our hope is that the experience will result in many students being sufficiently excited by research to make it
an important part of their careers.
If you are interested in applying for a Summer Studentship, contact:
Dr Manon Knapen
Health Sciences Division
PO Box 56
Dunedin 9054
Website: https://www.otago.ac.nz/healthsciences/research/summerscholarships/dunedin/index.html
Bachelor of Medical Science with Honours (BMedSci(Hons))
If  you  would  like  to  become  more  seriously  involved  in  research  you  do  not  have  to  wait  until  you  are
qualified.  You can take a year out to do a Bachelor of Medical Science (Hons) – the details are in the University
Calendar and we can also put you in touch with other BMedSc students.  This involves a thesis and there is a
good chance that you will be able to publish your results in an internationally recognised scientific journal.  You
will also be in a strong position to follow on with an MMedSc or PhD at a later date.  Research experience not
only looks good on your CV, but also will give you a more critical and informed approach to medicine.  If you
might be interested in undertaking a BMedSc please make contact with Mrs Jillian Tourelle (479 7700) or Ms
Jacqui Bradshaw (470 9776)
Further information available on the Otago Medical School website:
http://www.otago.ac.nz/courses/qualifications/bmedschons.html
Intercalated MB ChB/PhD
It is possible in exceptional circumstances for a medical student to upgrade from a BMedSc(Hons) into the
intercalated (combined) MB ChB / PhD. This involves taking further time out of the MB ChB programme to
complete a higher level research degree interspersed within the undergraduate medical qualification. This is
a highly demanding course of individual study available only to the most motivated students.
Approval to enrol for this option is granted on a case-by-case basis. For further information or to make an
appointment  to  discuss  the  possibility  of  undertaking  an  intercalated  PhD,  please  email
[email address].
Please note: this PhD should not be confused with postgraduate doctoral degrees, the PhD and MD, which are
managed by the Graduate Research School.

41

Student welfare and services
Student Affairs
Location: Otago Medical School Adminstration, Sayers Building
The Student Affairs office is headed by two Associate Deans’ for Student Affairs (ADSAs), Dr Penny Eames and
Dr Tess Patterson. Although Dr Eames mainly sees ALM students, and Dr Patterson ELM students, there is
some cross-over. They are responsible for all student matters relating to your personal, academic or pastoral
care and are assisted by the Manager of Student Affairs, Jillian Tourelle. Jill is also able to assist and guide you
in these matters and refer on as appropriate. The responsibilities of the Student Affairs Office include matters
such  as  leave  of  absence,  progress  and  assessment,  final  year  electives,  coordination  of  the  sixth  year
programme, OUMSA activities and coordination of timetables.
Appointments to see the ADSA can be made via Erin at oms.studentaffairs@otago / 479 7420.
Medical Education Unit
Location: Otago Medical School Administration, Sayers Building
The  Medical  Education  Unit  (MEU)  is  involved  in  the  planning  and  administration  of  the  curriculum  for
medicine, years 4 – 6 . You are welcome to contact members of the unit about curriculum/ education matters,
and general course information. You can do this either as an individual, or via your class reps.
Relevant staff you may contact include:
  Associate  Professor  Ralph  Pinnock  (Director,  Medical  Education  Group  and  Associate  Dean,
Undergraduate Education)
  Dr Kristin Kenrick (Deputy Associate Dean Medical Educatiion, Whole Class Learning Week Convenor,
Y4 Urban General Practice Module Convenor.)
  Dr Steve Gallagher (eLearning Facilitator)
  Dr Megan Anakin (Education Advisor)
  Ms Angela King (Administrator Client Services, 4th & 5th year).
MEU provides:
  Assistance to the Dunedin Campus with curriculum planning, development, and logistical support
  Curriculum and educational support to 4th, 5th and 6th year students
  Course evaluations
  Invercargill and Timaru travel reimbursements (Years 4 and 5)
  Teaching staff support and development
  Input to OMS initiatives on course development
Reporting Concerns:
MEU  staff  are  involved  in  regular  meetings  with  student  representatives.  You  can  bring  any  concerns  or
suggestions about curricular matters to us through them or directly.
Student Affairs, across the three campuses, has been working with our IT experts to get a new Moodle ‘Student
Support’ page up and running.
The page includes some brief information about Student Affairs, some wellbeing resources (at the moment
links to other sites), contact information, and a link to be able to report concerns about intimidating behaviour
in the learning environment.
We very much welcome any comment about suggested developments and resources that people have found
useful that we could link from the page.

42

The  issues  of  reporting  intimidating  behaviour  and  implementing  the  informal  reporting  mechanism
recommended by a workshop of students and staff, were what drove this development initially. The document
endorsed by the Otago Medical School Executive is on the page, as is a link to a reporting form. When someone
submits a form, an email goes to Student Affairs who collate the forms and pass them on to the newly formed
Behavioural Assessment Team for discussion about action. We will email students regularly to remind them to
use the reporting form if incidents of concern have occurred. You may choose whether to put your name,
email, or student group on the page. These details would allow some feedback to you on what action was
taken.
The reporting form is housed outside of Moodle and is confidential and secure – it is not linked to your identity
in any way unless you decide to include your name or other details.
Support for students is always available from Student Affairs. Just get in touch using the contact details on the
page.
Also on the page is a link to announcements on student support and wellbeing. We hope as time goes on to
use this more and more to tell students about support and wellbeing initiatives and information.
Feedback is welcome!
Concerns  can  also  be  raised  directly  with  your  Module  Convenor  or  through  the  Staff-Student  Liaison
Committee (SSLiC) via your Class Rep or OUMSA Reps
Otago University Medical Students’ Association Inc (OUMSA)
In order to cater for ALM students’ needs, OUMSA’s structure has changed to include an ALM Exec:
President:  Madison Hutton

[email address]
Vice President:  Jack Forsythe

[email address]
Education Officer:  Kelsey McNabb
[email address]
Social Officer: Emily Seddon

[email address]
Welfare Officer: Kate Saunders

[email address]
TI Education Rep: Harshith Kondakindi
[email address]
5th Year Education Rep: Jake Ward
[email address]
TI Social Rep: Marieke Kruiswijk

[email address]
5th Year Social Rep: Kate Emett

[email address]
TI Welfare Rep: Georgia Hoten-Walker
[email address]
5th Year Welfare Rep: Renne Ashton
[email address]
The New Zealand Medical Association (NZMA)
NZMA is the only doctors’ organization that represents you at every stage of your career, and in whatever
medical specialty you choose.  The NZMA is a strong and effective voice in national health and social policy
issues.  Our advocacy is heard and does make a different.
The NZMA is a strong supporter of medical students and works closely with the NZMSA.  We sponsor student
events and activities including career evenings, conferences, workshops and projects.  Most importantly, we
listen to and express issues such as education and training, the medical workforce pipeline and government
health policy.  Our advocacy aims to ensure that the environment in which you learn, train and work benefits
you and the health system as a whole.
You are an NZMA member through your NZMSA and OUMSA membership.  The NZMA represents the doctors
of tomorrow, today.  As a member, you are helping to shape your future as a medical professional, project
your career investment and ensure your voice is heard.  NZMA members are part of a professional community
of doctors.   During your studies, through graduation and beyond, we are here to represent and support you.
Please refer to our website for further information: nzma.org.nz.

43

Class representatives
It is the hope of the Faculty and OUMSA that you feel well represented and have multiple channels to give
feedback and be engaged with the medical school. Each year level has an Education representative who is
elected  on  an  annual  basis,  and  they  (along  with  the  Education  officer)  meet  roughly  fortnightly  with  the
faculty to discuss any issues and to ensure feedback makes it to the relevant parties. More importantly, as
each year a group of students is divided into four groups for administration purposes, each of these groups
should nominate 2 “SSLiC Representatives” (SSLiC = Staff-Student Liaison Committee). The main role of the
reps is to facilitate the flow of communication between the group, the rest of the class, the reps in the years
above and below, OMS and vice versa. SSLiC Reps meet with key faculty members monthly and the School
values their input. The quality of feedback to and from students is greatly influenced by the class reps and this
will become more important as curriculum and assessment changes are considered.
Students with impairments
If you have a permanent, recurring or temporary impairment that may affect your study please let the Student
Affairs Office know, as wherever possible they will try and meet your needs.
In  addition,  the  staff  at  Disability  Information  and  Support  provide  learning support,  advice,  advocacy  and
information to students with permanent, recurrent or temporary impairments.  More information is available
on request at [email address]
International student support
The University’s International office provides a wide range of support to international students.  They can be
found in the Archway West Building or contact [email address]
Māori Centre – Te Huka Mātauraka
https://www.otago.ac.nz/maoricentre/index.html
The Maori Centre is a support service for all students of iwi descent.  The Centre also aims to encourage Iwi
Māori to participate and succeed in tertiary education.  The Centre offers support for academic, cultural and
social  needs  from  pre-enrolment  through  to  graduation  and  operates  from  a  kaupapa  Māori  base  (Māori
philosophy).
Pacific Island Research & Student Support Unit
https://www.otago.ac.nz/pirssu/index.html
The Pacific Islands Research & Student Support Unit (PIRSSU) currently looks after approximately 500 Pacific
students  from  New  Zealand  and  the  Pacific  region  studying  in  the  Division  of  Health  Sciences.  We  offer
excellent training in health professional and allied health programmes, nurture successful research careers,
and offer quality pastoral care in an inclusive cultural environment. We look forward to welcoming you to our
Pacific community in Health Sciences.
Student Health Services
https://www.otago.ac.nz/studenthealth/index.html
Student  Health  is  centrally  located  on  campus  in  a  purpose-built  facility.  We  have  approximately  50  staff,
comprising nurses, general practitioners, counsellors, psychiatrists and administrative staff.
We  endeavour  to  provide  the  best  health  care  possible  in  a  manner  that  is  competent,  compassionate,
confidential, timely and in an atmosphere of mutual responsibility and respect.
We provide daily urgent and routine appointments. If patients need to be seen in our urgent daily clinic they
will always be triaged (phone call or face to face) by a nurse before being booked an appointment with a health
professional.

44

Consultation fees do apply (details are available on our website) and charges are reduced with a Community
Services Card (CSC).
The Dunedin Urgent Doctors and Accident Centre is available for after-hours emergencies. Higher consultation
fees apply for after-hours services.
Emergency Psychiatric Service at the Dunedin Public Hospital provides urgent mental health care 24 hours a
day.
Please refer to our website for services/charges

45

Working in a Clinical Setting
Chaperoning
It is necessary to consider the desirability of a chaperone when patients are being examined or interviewed.
This is especially true if the patient is of the opposite gender, a child or otherwise disadvantaged.
Chaperoning during consultations when a staff member is present is the responsibility of the member of staff.
A patient should always be asked if they would prefer the consultation to take place with a chaperone present.
Students should arrange with a colleague of the opposite gender in their group, to accompany them if they
wish to examine or interview a patient (to ensure protection of both student and patient).
More specific guidelines are as follows:
Adult Patients
  In  principle,  chaperones  should  always  be  used  when  students  are  undertaking  consultations  on
members of the opposite sex.
  If a chaperone is not readily available the patient should be asked whether they prefer a chaperone
to be present.  If so, the consultation should not proceed until a chaperone is available.
  In all circumstances, but particularly when a chaperone is not present, the nature of the examination
to be carried out should be explained to the patient and verbal consent obtained to proceed.  It is also
useful to explain the steps in the examination process to the patient as the examination proceeds.
  If  a  chaperone  is  not  available  for  the  whole  examination  it  is  useful  to  have  a  chaperone  check
periodically that all is well.
  Persons eligible as chaperones may include medical students, nursing staff of the opposite sex, or
some other appropriate person, if consented to by the patient.
  Any problems which cause difficulty, concern or embarrassment during the consultation should be
reported to the Associate Dean for Student Affairs.

Children
  Consultation with children of the same or opposite sex should in  principle  always be done with a
chaperone present.
  In circumstances where a chaperone is completely unavailable the consultation should take place in a
relatively open setting (ie not behind completely-closed curtains).
If there is any suggestion from the patient that there may be a matter for complaint this should be carefully
recorded in the patient's notes, signed and witnessed. This should also be reported to the Associate Dean
Student Affairs.
Dress and appearance
It is appropriate here to reiterate the importance of suitable dress, not only in the School and on the wider
hospital campus, but particularly in the patient areas. At all times appearance is likely to be one of the ways
by which people in the hospital assess the School, and must meet the standards that your patients expect.
Appropriateness to clinical work must always be considered and is part of the requirement of your continued
honorary staff status with any District Health Board.
You reflect on dress expectations, whether your own dress fits the work of clinical students and the required
respect for patients. If in any doubt, please talk to your colleagues or the staff on your attachment. Members
of staff may expect conformity with particular standards within their departments and will discuss dress with
students should they deem it necessary.

46

Culturally-sensitive issues
Students are required to participate in all laboratory, practical and clinical activities, which includes activities
that may not be usual to your culture.  In the professional classes, some aspects of the teaching will require
individuals to practice certain techniques on each other, which may require you to partly undress and may
involve body contact between students.  Training is done under close supervision and all students are required
to participate, as it is essential for their acquisition of clinical skills.  Assistance from students experiencing
difficulties in this area is available, on request, from the relevant Campus.
Dress requirements in theatre
Specifically, in disciplines such as surgery, medical students will be required to conform to standards
of  dress  that  meet  the  high  levels  of  hygiene  in  operating  theatres.  Personal  garments,  such  as
headgear worn outside the theatre situation, must be replaced by alternative sterilised garments
provided by the hospital to meet accepted standards of infection control and asepsis. Students must
also adhere to the stringent protocols of scrubbing to involve hands and both forearms to at least
elbow level.
Professional behaviour: General
Remember, it is part of the requirement of your continued status with health providers that your
behaviour towards staff and patients is always of the highest standard. Please remember to show
consideration to others around the hospital, in lifts and other public places. You are easily recognised
as students, and people look to you to show a good example.
Professional etiquette and practical ethics for clinical education (teaching, learning & assessment)
The  Medical  School,  hospital,  and  community  providers  aim  to  provide  medical  students  with  a
welcoming  learning  environment,  and  to  encourage  clinical  staff  who  teach  medical  students
(supervising clinicians) to act as role models for professional behaviour and professional practice.
The  following  guidelines  outline  the  general  policy  on  the  standards  to  be  observed in  clinical
education. They are to be read in conjunction with the policies and procedures of host institutions,
the  University  of  Otago's  Ethical  Behaviour  Policy,  and  the  provisions  of  the  Code  of  Health  and
Disability Services Consumers' Rights as well as of the Health Information Privacy Code.
Patient rights in general
A patient has the right to be explicitly informed about the specific education activity in which the
patient may be participating. The supervising clinician is responsible for informing the patient about
education activities, in particular about any procedures in which a medical student may participate
under supervision.
Consent for clinical education
The patient's  welfare and  interests  are always  the overriding  consideration.  Patients  are typically
generous  in  their  willingness  to  support  medical  students'  learning  and  often  themselves  benefit
from the process. Consent for clinical education obviously involves an element of permission but it
also  extends  to  assisting  patients  to  understand  why  a  particular  learning/  teaching  activity  is
valuable.
The following points address these aspects:
  Patients must be informed that they may be involved in students' learning
  Patients have the right to choose, or to decline, to be interviewed, examined or cared for by a medical
student, or to be involved in any other way in medical education
  Patients have the right to know the name and professional standing of any person, staff or student,
who wishes, for teaching purposes, to interview them, examine them, or carry out any procedure
  Patient consent for clinical education must be obtained by the supervising clinician (or other staff
member).  This  should  be  done  in  a  setting  out  of  sight  of  the  student(s)  to  avoid  placing  undue

47

pressure on patients. Patients have the right to withdraw from the clinical education activity at any
stage and may change their mind between consent with the supervising clinician and subsequently
seeing the student.
  In the case of children, their parent, guardian or other legal representative may, on their behalf, make
the decisions and receive the information summarised  in  the above four bullet points. Competent
children may consent or decline on their own behalf.
  Patients of diminished capacity or children who have yet to attain full competence have the right to
be informed and to be involved, to  the extent to which they are able, in any decision to participate or
not.
  Where appropriate, an oral consent obtained should be recorded in the patient's notes; a written
consent should be documented in the notes.
  If a patient is not competent to give a consent, consent for clinical education should be obtained from
the same person who gives consent for interventions on behalf of that patient.
  Medical students should wear their name badge and carry their ID card in all clinical settings. When
introducing themselves to a patient by name, they should explain that they are a medical student,
confirm  that  the  patient  is  willing  to  proceed,  and  seek  an  explicit  permission  on  each  occasion  a
consultation is  needed.
  Medical students who are observers or who undertake examinations under supervision or who assist
with  procedures  under  supervision  while  a  patient  is  sedated  or  under  general  anaesthetic  are
required to meet with the patient beforehand and, with assistance from the supervising clinician as
appropriate, obtain a written consent. Where a genital examination is performed by a student(s) while
the  patient  is  under  general  anaesthetic,  at  most  two  students  [who  have  obtained  prior  written
consent] may do so.
  Medical students should be aware that the standard consent procedures may need to be abbreviated
or waived in emergency situations.
Clinical examination of patients
Most  patients  will  have  been  advised  that  they  should  expect  to  be  approached  to  assist  in  the  clinical
education  of medical students. However, students should  note that they do not have an  absolute right to
examine any patient. When you commence a new clinical attachment check with your tutor or supervisor on
the procedure to be followed in approaching patients. This may vary slightly according to the clinical discipline
involved.
In general, if you have been allocated a patient, or patients on one of the modules, you should:
  Introduce yourself and obtain the patient's consent to interview and examination
  Be cognisant of racial and cultural sensitivities
Sensitive examinations (includes breast, rectal, vaginal examinations, and those of the external genitalia) in
competent awake patients require explicit consent, which must be appropriately documented.
It is essential that there should be no possibility for the consent to have any element of coercion (e.g., it may be
harder for a patient to refuse if the patient is asked after undressing or in front of a student).
Sensitive examinations under anaesthesia require formal written consent obtained in advance and signed by
the patient. It is essential that there should be no possibility for the consent to have any element of coercion
(e.g., asking in front of a student may make it harder for a patient to refuse). Without such consent a student
cannot undertake such activity.

48

Professional behaviour: Supervision
A supervising clinician is expected to brief medical students about their role in patient care. Often this will
already  be  known  (for  example  some  issues  are  spelt  out  in  this  handbook),  but  if  it  is  not  clear,  or  the
requirements of a particular context are different from usual, medical students are encouraged to seek explicit
guidance about what is expected of them, paying particular attention to the following:
  Dress code: Any requirements to be observed or avoided
  Introductions: Any particular style, especially if the medical student's relationship to the team needs
to be made explicit
  Accountability: Who is responsible for the medical student(s) and who is able to deal with queries and
concerns
  Emergencies: Any procedures medical students are expected to observe in the event of an emergency
  Standard  precautions:  Medical  students  will  need  to  be  warned  of  situations  in  which  there  are
particular infection control issues and advised of the appropriate precautions to observe
  Risk of violence: Medical students should be given prior warning of patients with a known history of
violence with adequate briefing on protocols for ensuring personal safety
  Chaperones/support persons: Medical students should be given guidance as to when a child or adult
should be offered a chaperone/support person and who may appropriately serve in that capacity
  Boundary issues: Medical students should be advised of any clinical settings in which there is special
reason to maintain robust professional boundaries
  Debriefing  and  reflection  on  clinical  and  professional  development:  Medical  students  should  be
encouraged  to  seek,  and  be  offered  prompt  opportunity  for,  debriefing  after  significant  critical
episodes, and opportunities to reflect on what they have learned, how they are learning it, and their
development of professionalism.
  Ethical issues: Medical students benefit from the opportunity, whether initiated by staff or students,
to discuss ethical issues generated by a specific case or experience.
Medical student rights
Medical  students  have  the  right  to  decline  to  participate  in  clinical  teaching/or  patient  care  if  there  are
concerns, ethical or otherwise about the activity; concern about their own competency, lack of knowledge, or
lack of understanding of the duties/tasks/responsibilities involved; or conscientiously believe there is a lack of
explanation or supervision.

49

Privacy and Confidentiality
Medical students are expected to observe the same high standards of confidentiality and respect for privacy
as govern the behaviour of all doctors and healthcare professionals. These standards are set in the Privacy
Act (2020) and the Health Information Privacy Code (2020) (The Privacy Code or HIPC).
The Privacy Code outlines specific rules regarding the collection, storage and disclosure of health information
in relation to identifiable patients.  The basic rule is that no information about any patient should be given to
any other person without the permission of the patient concerned.  This applies to all health information and
not only to that which the patient might regard as particularly sensitive.  It applies to the simple fact that an
individual is a patient in  the hospital or GP rooms as well as  to details of their  condition.  It also includes
situations such as reports to lawyers, NZ Police, ACC and various other statutory bodies.  There are some
limited  and  specific  exceptions  where  disclosure  of  information  without  the  consent  of  the  patient  is
permitted or authorized by law and you will learn about these over the next years of your training.
It is important to remember that patients share information with health professionals within a relationship of
trust and in order to assist the professional to help them with their health problem.  Respecting that trust and
maintaining  respect  for  privacy  and  confidentiality  is  fundamental  to  the  doctor-patient  relationship  and
achieving the best outcome for the patient.
Access to notes and handling of written material
Students should only access patient notes with the consent of the patient and where the patient is under the
care of the team to which the student is attached.  Notes of patients not under the care of the team should
not be accessed except where the student has an alternate legitimate reason to do so and has specific consent
from the patient.
Official  patient  hospital  records  must  never  be  taken  away  from  the  clinical  areas  or  out  of  the  hospital.
Photocopying of patient notes by medical students is not permitted in any circumstances.  Material written by
students  which  may  contain  patient-related  information  (eg  case  histories)  should  not  have  any  ‘unique
identifiers’ (eg name,  date  of birth,  address  or  national  number).   If  these  notes  require  work  outside  the
hospital (eg library) great care must be taken to ensure they remain secure and private.  Once patient related
notes are no longer required they should be disposed of in a secure fashion in one of the bins provided by the
SDHB.
In addition to legal restraints around patient related health information, students are required to discuss any
matters referring to the Dunedin Campus and SDHB with the Dean BEFORE disclosing information to outside
agencies or bodies.
The following points should be also kept in mind:
Medical  students  should  refrain  from  giving  a  patient  a  blanket  guarantee  of  confidentiality,  as  this  may
contravene their accountability to their supervising clinician. Whether information is acquired at interview or
from the clinical record, patients have a right to know the use(s) that will be made of the information [written
assignment, oral presentation to a tutorial group, one to one discussion with a tutor, etc], and what steps will
be taken to assure the privacy of the information [such as de-identifying]. Medical students should make sure
when, if at all, a copy of an assignment should be placed in the patient's notes, and patients should be informed
of this
Medical students should be meticulous in assuring the security of written assignments and other notes relating
to patients, even if de-identified, and should regularly dispose of material which has passed its use by date
through an approved destruction process.
Care should be taken to ensure that discussion of a patient for clinical education takes place in a secure setting
where what is said cannot be overheard by others and where there is thus no risk of what is discussed being
mis-interpreted.
Under  no  circumstances  is  a  medical  student  permitted  to  take  photographs  of  a  patient  or  patient
information, or to make any video or audio recording of any interaction with or observation of a patient. If

50

photographs  or  recordings  are  needed  for  educational  purposes,  they  will  be  sought  by  the  supervising
clinician using current protocols.
Release of Information
Various  pieces  of  legislation  including  the  Health  Information  Privacy  Code  and  Health  Act,  outlines
circumstances  where  personal  details  may  be  released  without  the  consent  of  the  patient  or  their
representatives.  The Privacy Act does not apply if release of information is required under other legislation.
For example, the notification of infectious diseases is required under Section 74 of the Health Act.
Medical students must not release any information under these provisions without first consulting the senior
clinician working in this area. Students who make unauthorized disclosure of personal health information will
be subject to disciplinary action, and may also be in breach of the Privacy Act and the Health Information
Privacy Code.
Students are required to consult with the Associate Dean of Student Affairs BEFORE disclosing information
about the School or any of the DHB institutions to the news media.

51

School Buildings and Facilities
Fraser Building
You can use the Common Room, computer and study room and lockers available on the first floor of the Fraser
Building as well. This facility is open to all medical students from years 2–6.
Access to the Fraser Building will be via your hospital swipe card into that wing of the building, and then use
of the access code into the locker room and/or study area. The access code will be given to you at orientation.
This number must not be given out to anybody other than second-to-sixth-year medical students. This is for
your own security. Please ensure that this door is always locked behind you.
This common room has some lockers available, together with an adjoining room with tea and coffee making
facilities, a microwave and a fridge. Tea towels and washing up liquid will be provided. There is also a space
next door with chairs/space to study and a bathroom, complete with shower available for your use.
We  recommend  that  you  do  not  leave  your  valuables  around,  including  stethoscopes  etc,  which  tend  to
disappear from time-to-time.  Keys for the lockers will be available from Monday to Friday between the hours
of 9am–3.30pm, from OMS Reception, Sayers Building, at a cost of NZ$10 per key, on a first-come, first-served
basis. All keys must be returned to OMS Reception at the end of each academic year. There is no refund when
the key is returned.
I  would  be  grateful  if  you  would  please  ensure  that  you  leave  this  room  tidy  at  all  times—this  is  your
responsibility. Please be aware that use of this facility is a privilege and not a right. Inappropriate behaviour or
abuse  of  the  area  will  not  be  tolerated.  Please  advise  the  Student  Affairs  Office  (03  470  7700)  if  you  are
experiencing any problems with either of these common rooms.
Otago Clinical Skills Lab (OCSL)
The Skills Lab is situated on the top floor of the Fraser Building. It is funded by contributions from HealthCare
Otago, the Otago Medical School, and the Otago Polytechnic Department of Nursing and Midwifery. The Lab
is a venue split into four specific areas:
  Clinical area
  Hospital room
  Clinic rooms (SECO and Ambulatory)
  Tutorial room
All rooms are utilised by clinical students of the Otago Medical School and the Southern DHB for teaching and
practising of a variety of clinical skills and group simulation work. All areas are individually booked and booking
enquiries are made through the Medical Education Unit Administrator, or the OSCL Operations Manager, Paul
Medeiros.
The OSCL Operations Manager has the authority to actuate and confirm all bookings.
The operating hours of the Lab are Monday–Friday 8.30am – 4.30pm.
Contact Paul Mederios: [email address]
General computing information
Moodle
Important information on your ALM4 and ALM5 years will be placed on Moodle.  Please log on frequently:
[email address].
IT Help
Your first contact for assistance should be Ask Otago IT Support: [email address]
Tel: 03 479 7000
ASK Otago IT will attempt to solve your problem over the phone.

52

Health Science Library
The Health Sciences Library, a branch of the University Library, is currently located on the first, second and
third  floors  of  the  Sayers  Building  (opposite  Dunedin  Hospital's  main  entrance  in  Great  King  Street).  See
otago.ac.nz/library for information about the University Library.
Electronic resources
The University Library licenses access to a very large collection of databases, electronic journals and e-books.
These can  all be searched from  the Library's home page otago.ac.nz/library. If you  are searching from off-
campus  (including  Dunedin  and  Invercargill  Hospitals)  you  will  need  to  authenticate  with  your  university
username and password.
For access to key resources take a look at your Subject Guides: otago.libguides.com/medicine
Note  that  some  resources  are  available  via  mobile  devices. District  Health  Boards  have  their  own  library
services to which you will also have access.
Opening hours (note these may change in 2021 and with COVID)
  Semester: 7am–11pm every day
  Summer School: Monday–Friday 8.30am–10pm; Saturday 11am–5pm; Sunday 11am–9pm
  Non-Semester: Monday–Friday 8.30am–5pm; Closed on weekends
See otago.ac.nz/library/hours/ or Library notice boards for variations and changes to opening hours.
Information and Research Skills
Through the Subject Librarian Service the library offers a range of support for individuals, small groups and
whole classes.
Contact your Subject Librarian to make an appointment (see otago.libguides.com/liaison/healthsciences).
When you are out of Dunedin for an attachment (e.g. in Invercargill), you are technically a Distance Student.
You still have access to the Library's electronic and print resources, and can have books and journal articles
sent to you through the Distance Library Service. See otago.libguides.com/distance for information on this
service.
Borrowing material
Loan Periods
  Books and journals (print): 4 weeks with 3 renewals
o  You can renew non-Reserve books through the My Library account link from the Library home
page otago.ac.nz/library
  Reserve Collection: 2 hours during opening hours
o  This material may be booked in advance and renewed if not required by another borrower.
Overdue fines (note that these may change in 2021):
  Reserve Collection: NZ$0.10 per minute
  Recalled Items: NZ$3.00 per day
Please note that we do not accept cash at the Library, you can pay fines using eftpos, or online.
Document Delivery Service
Items  which  are  not  held  in  the  Library  may  be  requested  at  no  charge  (except  for  loans  from  outside
Australasia). Apply through the ‘Get it’ Document Delivery Service.
See otago.ac.nz/library/interloan.html
Students with Impairments
There is a small study carrel – the Lee Gibson Room – available in the Health Sciences Library for students with
an  impairment.  Bookings  must  be  made  through  the  Disability  and  Information  Support  Office.  Special

53

equipment  can  be  made  available  to  Health  Sciences  Library  users  through  the  Disability  and  Information
Support Office as required. See www.otago.ac.nz/disabilities/.
Please let Health Sciences Library staff know if there is any way that we can assist.
Health Sciences Library Contact details
  Service Desk/Renewals    [03] 479 7401
  Document Delivery Service [03] 479
  Health Sciences Librarian [03] 479 7403
  Subject Librarians    [03] 479 7407, [03] 479 7237, [03] 479 7459
  Email [email address]
  Twitter twitter.com/otagolibrary
  Facebook facebook.com/UniversityofOtagoLibrary

54

Southland Hospital Invercargill
ALM4 Medicine, Surgery, Urban GP*
ALM5 Women’s and Children’s Health, Musculoskeletal Medicine
Arrival
On arrival, please come to the Main Entrance Public Car Park of Southland Hospital. Directly on your right after
entry into the Hospital is the Security Office where  you  will find your  Welcome Pack. If there is no one at
Security please ask at the adjacent Emergency Department and they will contact security staff. Security staff
will issue you with your Doctor's Residence room keys and give you your Welcome Pack which will contain the
paperwork Southern District Health Board requires you to complete, a map of the hospital campus and details
for reporting for your first day. Free single accommodation is available to Trainee Interns at Southland Hospital
however, there is no married accommodation.
Download a printable copy of this map (PDF 140 KB)
Travel arrangements
You will need to liaise with the Module Administrator about travel arrangements to Invercargill. You will be
reimbursed for  one return trip  from  Dunedin to Invercargill, unless you are required  to return to Dunedin
during the module by the Module or OMS.
Please  ensure  you  arrive  in  Invercargill  on  the  evening  before  your  attachment  begins,  and  follow  the
instructions in this document regarding obtaining and signing for your room key. If you are staying for the last
weekend of your attachment, please ensure you let Ms Karen Erdman, Accommodation Officer, know this.
You will then be responsible for ensuring the room has been left clean and tidy, and the bed made up with
fresh linen for the next person arriving on the day you leave. This is your responsibility.
Orientation
On the first morning of your attachment please report to Madge Storm, Study Hub, Research and Learning
Centre, at 8.45am for orientation. A map to her office is included in your welcome pack.
Students on the Urban  GP module will have additional orientation  arranged by Invercargill-based teaching
staff.
Contact details:
Madge Storm, Administrative Assistant
Study Hub, Research and Learning Centre
University of Otago, Southland Hospital, Kew Road, Invercargill PO Box 828
New Zealand
Tel: 64 (03) 218 1949 x 48212
Hours: Mon - Fri, 8.30 am - 12.15 pm Email: [email address]
Instructions on how to get to the Study Hub will be in your Welcome Pack. After completion of paperwork
Madge will take you to orientation as required.
  Library: Barry O’Callaghan
  Infection Control: Jane Miedema
  Medicine Department:To be advised
  Surgery Department: To be advised
  Obstetrics and Gynaecology: Lynley Pascoe / Annette Calder / Olwyn Thwaites
  Paediatrics: Karen Anderson / Michelle Cools
  RMO: Clair MacGregor
  Accommodation Officer: Karen Erdman

55

Associate Dean (Southland)
Associate Professor Konrad Richter
Tel: 03 218 1949
Email: [email address] OR [email address]
Should  you  need  to  see  A/Prof  Richter  appointments  can  be  made  through  the  Administrative  Assistant,
Madge Storm.
A/Prof Richter meets with the students at irregular times throughout the year. These meetings are usually
informal  and  with  other  students  and  are  an  opportunity  to  feed  back  any  issues  regarding  your  time  in
Invercargill. These meetings are usually very productive and result in change where this can be achieved.
The Associate Dean's office is also in the Study Hub.
MRSA clearance
MRSA clearance is not required for students going to Invercargill unless:
  You have a skin condition
  You have had a previous positive MRSA test
ID / access cards
Southland Hospital has stringent access control measures in place across the campus.
It is important that you take your Southern District Health Board Identify Card with you; your Southern District
Health Board ID will be loaded onto the Southland Hospital security system on or before your arrival and will
be your means of identification and access during your placement.
Photocopier and Southern District Health Board computer use
The Southern District Health Board has no tracking on their copiers at present, so there are no copying charges
or restrictions on copying other than (1) those inherent in the Copyright Act 1994, and (2) an expectation that
only health study related copying will be done. Southern District Health Board computers are provided for
business  purposes  only,  which  includes study.  Users must  comply  with  the Southern  District  Health  Board
policy Internet Use, copies of which can be found on Library notice boards.
Car parking
Parking is provided on the east side of the Doctors' Residence (gravel car park).
Students are not to park in the main public car park 8am–5pm Monday to Friday, or at any time in the Hospice
car park.
Library
The Library is situated across the car park from the main hospital in the Community Services Building. 24-hour
access to the Library is available with your swipe card. Entry is via the proxy card door / staff only entrance to
west side of Community Services Building. The Library is Reference Only at weekends, from 5pm at night to
8am  the  next  morning,  and  very  occasionally  during  normal  working  hours  if  the  Library  staff  are  absent.
Library users should present themselves at the Help Desk for assistance and to have books, etc, issued.
The loan period is three weeks and all loans must be returned to the Southern District Health Board Library
before students leave Southland Hospital. There are University  of Otago PCs in the Library, one with a CD
burner and a University of Otago printer. The Library is a 'Quiet Zone'. It would be appreciated if phone calls
could be taken and made outside of the Library.
Barry O’Callaghan  (Assistant  Librarian)  and  Jeremy  Andrews  (Library  Assistant) work in the Southern District
Health Board Library and look forward to meeting you. Please do not hesitate to seek their assistance if you
think they can be of help.

56

Dunedin Campus Computer Facility in Invercargill
Students will have access to computers in the Library, Clinical Services Building, Paediatric Department and
the Doctors' Residence. Please keep these areas tidy. Please take your pop numbers, passwords, etc, with you
regarding your own email to enable you to access and check it. Printing and scanning facilities are also available
in the library at no charge.  Printing and scanning is also available in the Study Hub using your University ID
card.
Troubleshooting relating to the Dunedin Campus computers (apart from paper and toner resourcing) should
be through the University of Otago's Ask Otago IT Support – [email address].
Madge Storm looks after paper and toner requirements in the Doctors Residence.
Computer help in Invercargill
For any further assistance the process is the same as if you were in Dunedin. The Invercargill computers are
remotely controlled by the Dunedin Campus ICT Support Group so we can often fix your problems quickly.
Doctors' Residence
An envelope containing your room keys and information about staying in the Doctors' Residence will be waiting
for you at Security with your Welcome Pack. The Doctors' Residence cannot be entered unless the correct
security code is used at the entrance door. This will be with your Room Key. Prior to leaving Dunedin you will
be asked to sign an agreement that you will abide by the rules of the Residence when you collect your key.
The Residence has three levels, each level with its own shared kitchen, ablutions and lounge areas. The ground
floor is generally used for on-call medical staff and fourth-year medical students. Trainee Interns are usually
on Level 2. DO NOT SWAP ROOMS DURING YOUR STAY, as rooms are planned out for the year. If there is a
problem with your assigned room please discuss with Karen Erdman.  You room key must be returned to the
Security office when you leave.  Failure to do so will incur a $25 replacement fee.
Each room contains:
  Bed, mattress, and bed linen
  4-drawer tallboy, wardrobe
  Small study table, chair
  Heating
Fresh bed linen and towels are available at all times; however all residents are responsible for cleaning their
own rooms. Vacuum cleaners are available. Residents are also responsible for keeping the kitchens, lounge /
TV areas clean and tidy. ISS clean the ablution areas four times per week. There is also a laundry and auto-
washers, tubs, and a drying room.
Kitchens are equipped with:
  Electric range and microwaves
  Fridge / freezer
  Instant boiling water
  Cooking utensils, cutlery, crockery, cupboards for food storage
No tea, coffee, milk, etc, is provided. Reasonably-priced meals and other snacks are available at the café in the
hospital. There is an expectation that you will keep the kitchens, lounge and your personal bedrooms clean
and tidy at all times. Cutlery and crockery must be returned to the kitchen areas and washed immediately
after  use.  Please  also  clean  the  ovens  inside  and out,  microwaves  and  refrigerators,  stovetops,  inside  and
outside microwave with cleaning products provided on a daily basis. When you leave throw out any unwanted
food items. Uncovered food items in the cupboards or on the bench will encourage mice.
Rules for the Residence
  DO NOT CHANGE ROOMS, stick to your assigned room
  Do not shift any furniture from the lounge, kitchen, or bedrooms

57

  No bicycles are to be stored in the bedrooms
  Turn off all taps
  Wash, dry and put away all dishes immediately after use; do not leave them to "drip dry"
  Clean out all refrigerators regularly
  Wipe down benches, microwaves (inside and out), stove tops and ovens after each use.
  Under no circumstances is cooking to take place in bedrooms or any other areas other than kitchens.
All bedrooms and corridors are fitted with smoke detectors, which are connected directly to the fire
brigade. Jug kettles are also not allowed in the bedrooms.
  Please be considerate of other residents and keep the noise levels at a minimum between the hours
of 10 pm and 7 am.
  At any time when the fire alarm sounds continuously all occupants are to evacuate the building. Failure
to leave a building when a fire alarm sounds may result in disciplinary action being taken. You are not
only endangering your own life but those of the response teams.
The Fire Service allow for two false alarm callouts every year; a NZ$1,000 invoice is sent to the Southern District
Health Board on the third. Should the cause of any callout be due to neglect then this invoice bill will be passed
onto the person responsible.
Evacuation board
When entering the Doctors Residence use status board to indicate your presence by sliding appropriate room
number  to  “IN”.  When  exiting  Doctors  Residence  use  status  board  to  indicate  your  absence  by  sliding
appropriate room number to “OUT”. This is very important as if a Fire Alarm is activated Security and the Fire
Service know how many people are in the Residence.
Bike security
There are under cover bike stands available beside the Doctors' Residence. There is no enclosed locked area
available. Bikes left at any of the bike stands around the Hospital are at the owner's risk.
The Otago Medical School, Dunedin Campus and the Southern District Health Board have made a significant
joint investment in the provision of these facilities for your use. To ensure their continuing availability, the
Residence will be checked for cleanliness and damage on a regular basis. Failure to maintain the expected
standard of tidiness and basic hygiene will result in individual charges for cleaning and/or damage. You will be
required to sign a form indicating that you will abide by the rules of the residence.
Videoconferencing Room
The Study Hub has two AV rooms for your Zoom tutorials. Very occasionally these may have prior bookings
and you may have to do your Zoom session in one of the other rooms. If there are any problems with the link
to Dunedin please contact Madge or follow the help instructions nearby. It is important that you report any
problems or poor quality immediately.  Dunedin Campus is committed to providing a good quality link so that
you continue to be involved in the Dunedin based teaching programme.
Zoom room
The zoom rooms and situated in the Study Hub. If there are any problems with the link to Dunedin please
contact Madge Storm, or follow the help instructions nearby. It is important that you report any problems or
poor  quality  immediately.  The  Dunedin  Campus  is  committed  to  providing  a  good  quality  link  so  that  you
continue to be involved in the Dunedin based teaching programme.
Contacts
Dunedin Lecture Theatre Technicians (Fraser Brown)  - 03 479 7086 - or contact Fraser direct on 021 279 0740,
you may text during a presentation.

58

Complaints and/or concerns
If  at  any  time  during  your  stay  in  Invercargill  you  are  concerned  about  anything  in  regards to the
course, personal or otherwise, please direct these issues to Madge Storm or contact the Student Affairs
Office at Dunedin Campus  03 479 7700/ email [email address].

Timaru Hospital
Associate Dean (South Canterbury) and Administrator
The  formal  relationship  between  the  South  Canterbury  District  Health  Board  and  the  University  of  Otago
commenced  in  February 2013  with  the  appointment  of  the  Regional Associate Dean  & Administrator.  The
scope of these positions includes all students from the Division of Health Sciences, University of Otago, who
are on clinical attachment in the South Canterbury region.
Maree Steel
Associate Dean South Canterbury
Associate Dean Student Experience
[email address]
027 2804846
Jehan Cunningham-Beynon
Administrator Client Services
South Canterbury
[email address]
03 687 2361
OTAGOHub
We have a dedicated University of Otago site “OTAGOHub” situated at 53 Edward St on the Timaru Hospital
Campus. This building is adjacent to our student accommodation on Queen Street. The site includes a study
room; teaching space; social space; University staff Offices; Networked computers to DHB clinical systems;
printing facilities, AV equipment; laptop; and hotdesk space.
Student Accommodation: 13A, B, C & D Queen Street, Timaru
The four flats at 13 Queens Street are leased by the University of Otago for students to use while in Timaru.
All flats are basic but fully furnished with linen provided, or you may wish to bring your own bedding. Each flat
has a sunny north facing courtyard and is opposite the botanical gardens and tennis court. They are also in
close proximity to the coastal walk. There are carparks available at the rear of the flats (one car park/flat). You
are also welcome to use the free parking facilities on Edward  Street and High Street. With the issued staff
swipe ID you have 24/7 access to the Timaru Hospital Library just across the road and the OTAGOHub site next
door.








59

The West Coast
The West Coast District Health Board (DHB) serves 32,000 people. The region is 600km long (that’s about the
same as from Auckland to Wellington) and it takes 7 1⁄2 hours to drive from top to bottom.
What is the region like?
Website: www.wcdhb.health.nz
Some  84%  of  the  land  is  national  park  or  conservation  reserve,  containing  such  diverse  features  as  palm
beaches, glacial landscapes, wild river gorges and thermal areas. It is also the sole source of precious pounamu
jade, prized by generations of Māori.
One of New Zealand's most beautiful, sparsely populated regions, the West Coast is known to Māori as Tai
Poutini.
Working and  living on  'the Coast' offers a unique lifestyle. The spectacular  native forests, mountain  rivers,
lakes and sea coast offer outstanding recreational opportunities such as fishing, skiing, tramping, kayaking and
mountain biking.
Many West Coasters are engaged in primary industries such as mining, timber production and farming, while
the  magnificent  environment  offers  many  outdoor  recreational  activities  for  locals  and  thousands  of
international tourists.
Te Nikau, Grey Hospital and Health Centre
Contact Details
Postal: Te Nikau Hospital; P.O. Box 387 Greymouth
Phone: (03) 769 7400
Physical: Te Nikau Hospital; High St, Greymouth 7805
Special Reminder about Confidentiality:
It cannot be stressed enough how small the community is on the Coast. Most locals will know, or know of,
most other people and their family connections, hence confidentiality is of utmost importance. Remember
people are identifiable from their story NOT just their name.
Prior to travel to the West Coast
At least 10 working days before you are due to start your placement at Greymouth you must complete MRSA
testing (you will be working in another Hospital so need to be cleared before you can see patients).
You will also have completed a number of forms for the WCDHB: Immunisation History, a Personal Details
form, a Staff Appointment form, Health and Safety, IT Master form, and a Non-Disclosure form. These will
allow you to become a staff member at WCDHB for  the period of your attachment, and give you access to
buildings, patients and information and computer systems.
A copy of your driver licence has also been sent to the WCDHB as you will need to drive to clinics and may also
be able to use a car in the weekend if one is available (you will need to pay for petrol though).
Transport to the West Coast
Your transport arrangements are made by the Department of Psychological Medicine well in advance of your
placement on the West Coast and you have been emailed your plane tickets and all details regarding transport.
You need to make your own transport arrangements to and from Dunedin Airport.
Tickets have been booked for you to fly Dunedin to Christchurch, then Christchurch to Hokitika on the day
prior to the start of your placement. There may be a period of waiting between flights at Christchurch airport.
It is your responsibility to ensure that you catch your connecting flight. Refer to flight tickets for details around
luggage.

60

On arrival at Hokitika you will take a shuttle to your accommodation.
Airport shuttle transfers have been booked for you with Greymouth Taxis. They will meet you off your inbound
flight.
The Department will be invoiced for the shuttle, so there is no cost to you.
Return to Dunedin is the reverse of travel to the Coast: shuttle to Hokitika airport, fly to Christchurch, connect
to flight to Dunedin airport. Please contact Greymouth Taxis (03 768 7078) the day before your departure
from Greymouth to check the pick-up time.
N.B. It is your responsibility to ensure you arrange the return shuttle, and catch your flights. You need to find
your own transport from Dunedin airport to your Dunedin accommodation.
Accommodation
Accommodation is in a single room at the Global Village Travellers Lodge. This is close to the Hospital (approx.
1km), and has a supermarket within walking distance. All bedding, towels and linen are provided and changed
regularly. The kitchen is large and fully equipped for either snacks, or a gourmet dinner. They have a large
modern  laundry,  and  in  the  winter  months,  full  central  heating.  There  is  also  a  fitness  room,  and  lounge
areas/quiet spaces. You will be well looked after by Russell, Yuri and Simon.
You are not required to pay for your room but you will be responsible for any food or miscellaneous costs. You
can read http://www.globalvillagebackpackers.co.nz/
Contact Details
Global Village Travellers Lodge; 42 Cowper St, Greymouth
Phone: 03-768 7272
Clinical Placements
Dr Heather McPherson is the Clinical Director for Mental Health Services.
The medical secretary will arrange your timetable for your placement on the Coast.
You will meet Ingrid Dugand at the Mental Health Service reception for orientation to the service and to meet
staff members.
Contact Details
Ingrid Dugand, Management Secretary
Leeanne Hine, DAMHS Administrator and IPU Medical Secretary
Mental Health Services, WCDHB
P O Box 387, Greymouth 7840
Phone: (03) 769 7400 extn 2518 / 2629 [email address]
Dr Andrew Gin, Clinical Tutor
[email address]
Juliette Reese
Coordinator / Administrator Medical Training Programmes
Rural Learning Centre, WCDHB
PO Box 387, High Street, Greymouth Phone: (03) 769-7400 extn 2470 [email address]
Personal cell: 027 2332715
Julie Wallace
Clinical Nurse Manager [email address]

61

Facilities
The Rural Learning Centre (RLC)
The  RLC  is  a  suite  of  rooms  located  in  the  hospital  grounds.  The  concept  of  the  centre  is  to  provide  an
environment which fosters multidisciplinary learning.
The End Flat (closest to the old hospital) of the Rural Learning Centre consists of:
  The Teaching Room
  The office where Juliette Reese is located.
  Nurse Manager - Workforce Development.
The Teaching Room facilities include:
  TeleHealth/TeleMedicine (video conferencing system run by Vidyo).
  Computer  and  large  external  screen  (part  of  the  Vidyo  system  and  also  able  to  act  as  a  network
computer).
  Speaker phone for teleconferences.
There is also a kitchen. You are welcome to join in with the RLC team for lunch at any time, but are asked to
ensure you keep on top of any dishes etc that you use. Code to get into this flat is CZ9615. The Office and the
Nurse Manager’s office are locked after hours.
The Study Space in the middle unit is both a drop in facility for all students use, as well as the RMIP students
allocated study space. This room is available on a 24 hour basis but is reserved on Fridays for the RMIP students
teaching schedule. A copy of ‘Foundations of Clinical Psychiatry’ is kept in this room for your use, a further
copy is also kept at the library. There are several networked computers there that you can log onto as well
and you can make use of this space to access Moodle.
Please let Juliette know if you’re running low on tea, coffee, sugar etc. Please make sure you keep up to date
with the dishes etc.
Local General Practices
If you need to see a General Practitioner during your time on the West Coast then you will need to organise
your  own  appointment  and  payment.  Ensure  you  get  a  receipt,  as  otherwise  you  cannot  be  reimbursed.
Genuine medical attendances are reimbursed via Angela King at the Medical Education Unit.
Coastal Health 70-74 Cowper Street Greymouth
Ph: 03 768-5942
Integrated Family Health Centre Te Nikau Hospital
Greymouth
Ph: 03 769-9300
Family Planning Association (FPA) provides contraception phone 0800 372-546. Emergency contraception is
available at the above or from the community pharmacies.
Pharmacist
Unichem Olsens Pharmacy cnr Tainui & Guinness Sts Greymouth
Ph: 03 768-7470

62

SDHB Code of Conduct and Integrity (District)
  This policy outlines the expected standards of behaviour and conduct of
Policy Purpose
all people involved in the operation of Southern District Health Board
(Southern DHB).
  All  employees  of  Southern  DHB,  Board  and  Commissioner  Team
Policy Applies to
members,  temporary  employees  and  contractors,  must  comply  with
this Code.  It also applies to any person who is involved in the operation
of  Southern  DHB,  including  joint  appointments,  volunteers,  those
people with honorary or unpaid staff status and prospective employees
applying for employment.
The Code of Conduct, ‘the Code’, should be read in conjunction with the
Code of Conduct and Integrity for the State Sector, and with relevant
organisational policies, which all employees must comply with.
Associated  Documents
  Disclosure of Interests Policy District (27894)
include:
  Delegation of Authority Policy (District) (21584)
  Disciplinary Policy (District) (55569)
  Effective Working Relationships (District) (100004)
  Email, Internet and Information Security Policy (District) (22497)
  Fraud Policy (District) (25546)
  Health and Safety and Welfare Policy (District) (15851)
  Media Policy (District) (16106)
  Private  Practice  Secondary  Employment  and  Other  Business  Activities
Policy (District) (19707)
  Private  Practice  Secondary  Employment  and  other  Business  Activities
[Guidelines] (District) (81064)
  Protected Disclosures / Whistle-blowing Policy (District) (19708)
  Procurement and Purchasing Policy (District) (11400)
  Sensitive Expenditure Policy  (District) (48567)

Related
Legislation
 Code of Conduct and Integrity for the State Sector
includes:


Employment Relations Act
 Health and Safety at Work Act 2015
 Human Rights Act
 Protected Disclosures Act
 Official Information Act
 Privacy Act (2020)

Other:

 WorkSafe New Zealand

63

  Our obligations under the Crown Entities Act 2004 are to act as a ‘Good
Good
Employer
Employer’ as defined under section 118 of the Act.
Statement
The  Act  defines  a  good  employer  as  an  employer  who  operates  a
personnel policy containing provisions generally accepted as necessary
for the fair and proper treatment of employees in all aspects of their
employment.
Southern  DHB  is  committed  to  the  principles  of  natural  justice  and
values all employees and treats them with respect.
Expectations
  Southern DHB is committed to the highest level of integrity and ethical

standards in everything that we do.  As employers and employees we
must be fair, honest, impartial, responsible and trustworthy at all times.
We must always conduct ourselves in a manner consistent with current
ethical,  professional,  community  and  organisational  standards  and  in
compliance with all legislation.
  This Code of Conduct does not cover:

  every ethical issue that we might face; or
  every law and policy that applies to the Southern DHB.
  The objective of the Code of Conduct is to:

  provide a benchmark and general standard for our behaviour.
  provide clarity about expectations of honesty and integrity.
  support  the  Southern  DHBs’  reputation  and  image  within  the
community; and
  make us all aware of the consequences if we breach this policy.
Responsibilities under the Code of Conduct
  We are all responsible for implementing and upholding the Code in our

workplace, regardless of our position or role.
All employees are responsible for ensuring that their behaviour reflects
the standards of conduct in the Code and builds a positive workplace
culture.  This  is  inclusive  of  all  employees  including  clinical  and  non-
clinical.
All managers which includes clinical, nursing  and allied health leaders
and  directors  have  a  special  responsibility  to  support  employees  in
achieving those goals, by leading by example and assisting employees
to understand the Code.  It is essential to maintain open communication
lines  with  organisations  representing  our  employees  regarding  the
Code.                                                                                        In this Code, a
manager is any employee with supervisory responsibilities.
All of us must have a working knowledge of the laws and policies that
apply to our work, including the Code of Conduct.

64

Obligations under the Code of Conduct
Work to the Best of Your      Perform your duties to the best of your ability with care, competence
Ability
and  efficiency.    Avoid  behaviour  which  impairs  your  work

performance and/or undermines the integrity of your colleagues.
  Maintain  proper  standards  of  integrity  and  conduct  in  the
performance  of  your  duties.    Be  open  about  reporting  potential
issues or mistakes.
  Be present and actively engaged in your duties at Southern DHB as
required and be absent only with appropriate approval, taking leave
only for the purposes for which it is intended.
  Carry out any lawful and reasonable instructions you are given and
work  as  directed.    Implement  policies  and  practices  that  apply  to
your  work.    Work  within  appropriate  delegations  of  authority.
Implicit in this is an obligation to obey the laws of New Zealand.
  Avoid behaviour which endangers or causes distress to other people
or otherwise contributes to disruption in the workplace and/or avoid
behaviour which might impair their work performance.
  Do  not  engage  in  alternative  employment  or  self-employment
without appropriate authority,  whether  or  not in  a similar  area of
work or your work for the Southern DHB. See the Private Practice,
Secondary Employment and other Business Activities Policy (District)
(19707).
  Avoid being a member of any organisation which may impinge on
the  proper  performance  of  your  duties  or  be  in  conflict  with  the
interest of the Southern DHB.
Maintain a Safe Working      Consider the safety of yourself and others in the workplace at all
Environment
times.

  Comply  with  instructions  given  for  workplace  health  and  safety,
including using any personal protective equipment supplied.
  Support and promote actions and initiatives in the workplace which
enable hazards and risks to be identified and isolated, eliminated or
reduced.

  Ensure that your use of alcohol or other substances in your private
time,  outside  of  work  does  not  impair  or  impact  on  your  work
performance or endanger the health and safety of others.
  Accessing,  transmitting,  storing  or  downloading  any  form  of
pornographic,  sexually  explicit,  sexist,  racist,  demeaning  or  other
inappropriate  material  using  Southern  DHB  resources  is  strictly
prohibited and serious penalties, which may include dismissal, will
apply.
  Staff and contractors must wear Southern DHB formal identification
(ID) at all times.

65

Act Professionally
    Act honesty and professionally and abide by any code, protocols or

set of standards relevant to the practice of your duties or profession.
For  clinicians,  this  includes  staying  within  your  clinical  scope  of
practice  and,  where  they  exist,  working  within  agreed  practice
guidelines or research based protocols.
  Southern  DHB  expects  that  all  employees  will  act  in  a  highly
professional, honest and ethical manner and in compliance with the
Code of Health and Disability Consumers’ Rights.
  Maintain all qualifications/licences that are a requirement of your
position  (including  registration  and  annual  practising  certificates)
and provide evidence of these on an annual basis or when asked to
do so.  Inform your manager immediately if there are any changes (if
your  certificate is revoked or amended  in anyway or you cease to
have  a  valid  practising  certificate)  or  restrictions  placed  on  your
practice,  including  any  professional  disciplinary  proceedings  or
litigation  that  may  impact  on  your  employment  or  professional
registration.
  Provide  required  information  for  police  clearances  such  as  VCA
checks when requested (on a 3 yearly basis).
  Where applicable, ensure that your right to work in New Zealand is
maintained by ensuring relevant working or residence visas are valid
and  maintained  according  to  immigration  requirements.  You  may
not undertake any work/duties on a visitor visa in New Zealand and
Southern DHB under any circumstances.
  Advise Southern DHB in writing of any pending criminal or civil legal
action that may be taken against you and that may reflect on us.
  Keep your appearance and presentation clean, tidy and appropriate
for  your  work  role,  and  in  line  with  relevant  uniform  and  dress
policies  and  occupational  safety/infection  control  and  health
requirements.

Avoid Conflicts of
    Avoid making any decision for the Southern DHB where you have any
Interest
interest in the matter other than the Southern DHB’s interests. See

the Conflict of Interest Guidelines (District) (81067).
  Disclose in writing any business activities outside the Southern DHB
and actual or perceived  conflicts of interest.  See the Disclosure of
Interests Policy (District) (27894).
  Do not use your role or position to gain an advantage in your private
life, for example by arranging jobs/ transfers/ benefits for family or
friends.
  Do not let any outside interests adversely affect the performance of
work related duties.
  Disclose  any  relationship  you  have  or  form  with  any  person  who
directly or indirectly reports to you.
Don’t Accept Gifts,
    Never ask others for any reward other than what Southern DHB pays
Benefits or Rewards
you or any other entitlements you receive as an employee.

66

  Gifts of money are not to be accepted under any circumstances.
  No gift, regardless of monetary value, should be accepted if it could
potentially cause or be perceived by others as causing you to feel an
obligation  to  the  gift  giver.  This  is  particularly  relevant  if  you  are
involved  in  current  tendering/purchasing  processes  involving  the
parties who may be offering the gift.
  All gifts or benefits received must be reported to your manager, who
will  advise  on  the  correct  course  of  action.    All  gifts  are  to  be
recorded  on  the gift register  as per  Delegation  of Authority Policy
(District) (21584). Failure to do so may result in disciplinary action.
Show Respect for Others
    Treat  all  people  with  respect,  courtesy  and  honesty,  and  give

everyone a fair hearing.
  Respect the dignity, rights and views of others, including different
values, beliefs, cultures and religions.
  Don’t act or speak in a way that is likely to cause offence to others.
  Do not discriminate against or harass members of the public, clients,
visitors,  patients  or  colleagues  because  of  their  age,  sex,  marital
status, ethnicity, disability, religious or ethical beliefs, colour, race,
political opinion, employment status or sexual orientation.
  Have zero tolerance for bullying and rudeness. Bullying behaviours
include attacks that are direct and personal as well as indirect and
task related. Examples of bullying can be found in the Worksafe New
Zealand ‘Bullying at Work: Advice for Workers’ quick guide.

  Avoid  behaviour  which  can  be  considered  to  be  intimidating,
undermining or victimising.
  Avoid  any  unwelcome  or  offensive  sexual  behaviour  including:
banter or jokes of a suggestive/sexual nature, unwelcome touching,
patting  or  pinching,  regular  hassling  for  a  date,  sexually  offensive
images or text or e-mail messages or other forms of media, intrusive
questions about personal sex life.
Maintain  Confidentiality      Treat all information about a person who is receiving or has received
of Information
a  public  health  service  with  the  strictest  confidence.    This

requirement  for  confidentiality  continues  to  apply  even  after  you
have ceased working for the Southern DHB.
  Personal  and  sensitive  information  must  be  responsibly  and
transparently collected and managed in accordance with the privacy
principles applicable to the Southern DHB.
  Only  access  or  release  information  about  a  patient,  client  or
employee  when  it  is  part of your  job,  it  is  lawful or when  specific
consent is given.
Avoid Violent and
    Southern DHB has zero tolerance to violence in our workplaces. This
Aggressive Behaviour
is not just limited to physical violence. To achieve this, violent and

aggressive behaviour will not be tolerated towards patients, clients,
other employees, students or members of the public.

67

  Employees do not have to tolerate violent and aggressive behaviour
towards them, and have the right to expect to work in  a safe and
healthy work environment.
Manage Time and
    Manage your time and Southern DHB resources efficiently and with
Resources Efficiently
regard to relevant policies.

  No private practice will take place during Southern DHB paid time,
or  on,  or  using  Southern  DHB  facilities,  medical  consumables  or
equipment without a formal contractual arrangement approved by
the CEO.
  Show  reasonable  care  in  using,  or  allowing  the  use  of,  Southern
DHB’s property, resources or funds.
  Employees  who  make  decisions  involving  financial  resources  on
behalf  of  the  Southern  DHB  should  ensure  that  they are  doing  so
within the scope of their delegated authority and within policies and
procedures for the acquisition, use and disposal of resources.
  Don’t incur any liability on behalf of Southern DHB without proper
authorisation  and  within  any  approved  limits  specified  in  the
Delegation of Authority Policy (District) (21584).

  All equipment, resources and consumable items are only to be used
for  the  work  and  business  of  Southern  DHB  unless  prior  written
authorisation has been obtained from your manager.
  Limited,  occasional  and  brief  private  use  of  local  telephone  calls,
personal cell phones, computers and the Southern DHB’s e-mail and
intranet  systems  are  acceptable  as  long  as  it does  not  affect your
work, the work of others, or the reputation of Southern DHB and is
conducted in accordance with this Code and other relevant policies.

Standards of Behaviour and Performance
  If you are unclear about the standard of behaviour and conduct that is

required  of  you  as  it  relates  to  the  Code  you  should  discuss  the
situation  with  your  manager,  Human  Resources  or  senior
management.
As  professional  incompetence  and/or  misconduct  are  reported  to
appropriate registration authorities, it may lead to disciplinary action
by the relevant professional body as well as disciplinary action under
this Code of Conduct.
  The following are examples of ‘misconduct’ and not intended to be an
Misconduct
exhaustive list:
It should be noted that the examples listed below as misconduct may
also  be considered as ‘serious misconduct’  depending on  the nature
and severity of the breach.
Misconduct includes, but is not limited to:
a)  failure to maintain an acceptable level of work performance.

68

b)  failure to maintain an acceptable level of attendance at work.
c)  refusal  to  perform  duties  or  to  follow  a  reasonable  and  lawful
instruction.
d)  habitually arriving late for duty.
e)  being  absent  from  your  assigned  place  of  work  during  working
hours without authority or legitimate reason.
f)  failure to provide your manager with timely notice of absences such
as sickness, or that you are unable to commence work at the normal
time.
g)  sleeping while on duty (unless authorised by the employer).
h)  failure  to  observe  health  and  safety  requirements,  including  the
requirement  to  proactively  and  promptly  report  personal  injury,
injury to others, damage to Southern DHB or patient property or a
hazard that may cause harm.
i)  improper  use,  wastage  or damage  of  Southern  DHB resources  or
property  including  wasteful  expenditure  of  Southern  DHB
funds/time.
j)  unauthorised use of fire protection or safety equipment.
k)  reporting for work unsuitably dressed, or in such a condition that
you  are  unable  to  perform  required  duties  in  a  safe  and  proper
manner.
l)  inappropriate or disruptive behaviour in the workplace.
m) unreasonable behaviour towards other  people, including abusive,
threatening  or  offensive  language  and  any  form  of  harassment
including sexual or racial.
n)  posting offensive or inappropriate information on noticeboards or
electronic  media.  See  E-mail,  Internet  and  Information  Security
Policy (District) (22497).
o)  smoking on Southern DHB premises.
p)  failure  to  hold  a  current drivers  licence  and/or  to  carry  a  current
drivers licence on  their  person  at all times  whilst driving a motor
vehicle belonging to the employer on a public road.
q)  failure to provide sufficient information and or respond to a request
to enable the renewal of a VCA check as required (core workers).
r)  other breach of this or other policies.

Serious Misconduct
The following are examples of ‘serious misconduct’ and is not intended
to be an exhaustive list:

a)  not  being  in  possession  of  or  eligible  to  hold  a  required  annual
practising certificate.
b)  working without a valid work visa.
c)  breach of professional protocols or standards whether established
by the Southern DHB or the relevant professional body.

69

d)  carrying  out private  patient  work during Southern  DHB  paid  time
and  /or  using  Southern  DHB  premises  or  equipment  or  use  of
Southern DHB time, facilities, premises or equipment to undertake
other employment.
e)  inaccurate recording of leave, or failure to record leave taken.
f)  failure  to  report  to  the  appropriate  manager  or  supervisor  any
accident  or  incident  at  work  involving  actual,  or  risk  of,  personal
injury, or damage to property.
g)  unauthorised  possession  of  drugs  (including  alcohol)  in  the
workplace.
h)  reporting for work under the influence of alcohol or drugs or driving
the  employer’s  vehicles  under  the  influence  of  alcohol  and/or
drugs.
i)  violence of any form including assaulting or threatening to assault
anyone in the workplace.
j)  possession  of  patient,  client  or  Southern  DHB  property  without
proper  authorisation  or  possession  of  another  person’s  property
without that person’s consent.
k)  any form of theft or fraudulent action.
l)  being in possession of offensive weapons in the workplace.
m) the  unauthorised  disclosure  of  or  access  to  confidential
information.
n)  any attempt to mislead the Southern DHB, or any employee, or a
patient/client,  or  a  member  of  the  public  in  connection  with  the
Southern DHB’s business.  This includes falsification of attendance
records or submitting false claims for expenses or reimbursement,
or providing incorrect information at any stage.
o)  acting outside of your delegated authority.
p)  exacting, attempting to exact, or accepting any fee, reward, gratuity
or remuneration, other than the salary or allowance pertaining to
the  employee’s  employment  agreement,  on  account  of  anything
done in the execution of the duties.
q)  deliberate or negligent behaviour adversely affecting the safety of
a patient, client, visitor or another employee.
r)  using Southern DHB computers to make unauthorised copies of any
computer software, or for any other unauthorised purpose.
s)  admitting  to,  or  being  convicted  of,  any  offence  which  can
reasonably  be  considered  as  bringing  the  Southern  DHB  into
disrepute  or,  brings  into  question  the  employee’s  suitability  for
continued employment.
t)  accessing, transmitting, storing, downloading or displaying any form
of  pornographic,  sexually  explicit  or  inappropriate  material  using
Southern DHB equipment or resources.

70

u)  implying  or  making  actual  threats  of  overlooking  an  employee  or
potential candidate for future work opportunities or promotion as
a result of that employee or potential candidate declining the
sexual  advances  or  similar  actions  of  any  person  in  a  position  of
authority.
v)  victimising,  intimidating  or  bullying  any  employee,  or  a
patient/client, or a member of the public.
  As  a  general  principle,  personal  behaviour  outside  of  work  is  of  no
Private Conduct
concern  of  Southern  DHB,  except  where  it  interferes  with  work

performance, where the individual is identifiable as a representative of
the Southern DHB, or where the behaviour reflects on the standing or
integrity of the Southern DHB or the employee’s profession or trade,
or constitutes a breach of the law.
Employees should not bring the Southern DHB or their profession into
disrepute through their private activities.
An  employee  must  make  the  Southern  DHB  aware  of  any  such
instances as soon as possible.
  Whether  actions  fall  into  the  category  of  misconduct  or  serious
Consideration
misconduct will depend on the circumstances in each case. In making
judgements  of  this  kind,  regard  should  be  given  to  the  following
factors:
  The nature and circumstances of the activity.
  The position, duties and responsibilities of the employee.
  The consequences of the activity on the employee to fulfil his/her
duties and responsibilities.
  The  effects  of  the  activity  or  its  consequences  on  working
relationships  with  colleagues,  patients,  outside  contacts  and  the
general public.
Breaches of the Code of Conduct
  We are all responsible for trying to avoid escalation of inappropriate

behaviour that may result in a breach of the Code, and for dealing with
workplace conflict through timely and appropriate communication that
addresses the behaviour in a constructive way.  You are expected to
cooperate  with  any  investigations  being  conducted  in  relation  to  an
alleged breach of the Code.
Managers  must  make  fair,  transparent  and  consistent  decisions  in
response to an allegation of a breach of the Code and the action to be
taken in response to a breach.  In determining the action to be taken
the nature and seriousness of the breach will be considered.
Some possible consequences of a breach include:
  informal or formal counselling.
  disciplinary processes (including opportunities to improve, written
warnings, and summary dismissal).

71

  referral  to  registration  boards  or  other  regulatory  authorities
especially in the case of those employees providing direct patient
care.
  referral  to  the  Police  (in  cases  of  suspected  criminal  activity)  or
relevant government department e.g. immigration.
  If you are concerned about a possible breach of this Code, your manager

should be able to help you.
If you are concerned about approaching your manager to discuss the
issue, you can also talk to:
  Human Resources.
  Your professional leader.
  Your union or employee representative.
  A speak-up supporter, or
  The State Services Commission's integrity and conduct help desk;
phone (04) 495 6722 or e-mail: [email address]
Only those who need to know will be made aware of the situation.
Southern  DHB  is  committed  to  protecting  any  person  who  raises
concerns or provides information about a breach of the Code or any
other  organisational  policy  from  retaliation  or  reprisals.  In  some
circumstances,  an  employee  who  makes  a  disclosure  about  serious
wrongdoing  will  be  afforded  anonymity  as  provided  for  in  the
Protected Disclosures Act 2000.  This Act makes it a criminal offence to
take a reprisal against any individual who makes a protected disclosure.
Please  refer  to  the  Protected  Disclosures  and  Whistle-blower  Policy
(District) (19708) for full guidance.

I have read and understand the Code of Conduct and Integrity.
_________________________________________________
  ______________
(Name)                                                                                                           (Date)

72

Key policies and regulations related to the MB ChB
These are available at https://www.otago.ac.nz/medicine/current-students/resources/policies-
guides/index.html

The following list highlights some of these for your particular attention.
  Code of Practice for Fitness to Practice Page
  Code of Professional Conduct for Medical Students at the University of Otago Page
  Medical Council of New Zealand Policies and Information for Medical Students Page
  Harassment Policy Page
  Privacy and Confidentiality Page
  Academic Integrity Page
  Copyright (Infringing File Sharing) Act 2011 Page
  Drugs and Other Legal Offences Page
  Ethical Behaviour Policy Page
  Other Otago Medical School Policies of note Page
  Policy and Procedure for Transfers Between Schools of the Otago Medical School Page
  Policy and Procedure for Transfers Between Otago and Auckland Medical Schools Page
  Policy on transmissible and blood-borne infections for medical students, based on Medical Council
guidelines

73

University of Otago Medical School Prizes and Dunedin Campus Prizes and
Awards
Otago Medical School
Prizes are awarded at the end of TI 6th) Year, however your studies during ALM4/5 can contribute to these
awards.
Batchelor Memorial Medal and Prize in Gynaecology and Obstetrics
Founded by members of the Otago Division of the British Medical Association, who, in 1916, subscribed the
sum of £119.14.6 to provide medals and prizes to perpetuate the memory of the late Dr Ferdinand Campion
Batchelor, Lecturer in Midwifery and Diseases of Women 1883–1909, and Professor in 1909. A medal and
prize  are  awarded  annually  by  the  University  Council  on  the  recommendation  of  the  Pro-Vice-Chancellor
(Health  Sciences),  to  the  student  who  obtains  the  highest  mark  in  oral  assessments  in  the  subjects  of
Gynaecology and Obstetrics held in conjunction with the final-year examinations for the degrees of Bachelor
of Medicine and Bachelor of Surgery. The value of the Prize will be as set down in the current prize schedule
and an engraved medal.
Stanley Batchelor Memorial Prize in Surgery
The Stanley Batchelor Memorial Prize was founded by Mrs Stanley Batchelor, who, in 1942, donated the sum
of £150 to the University Council to perpetuate the memory of the late Dr F. Stanley Batchelor. The capital of
the fund was increased in 1960 when Mrs Batchelor's son, Mr L.C. Batchelor, donated £50 to the Council to
augment the fund. A further sum of NZ$100 was donated in 1973, both by Mr Batchelor and Mrs J.M. Elworthy
to    increase    the    value    of    the    prize.    The    prize    is  awarded  annually  by  the  University  Council  on  the
recommendation  of  the  Pro  Vice-Chancellor  (Health  Sciences),  to  the  Trainee  Intern  who  has  the  highest
aggregate mark from assessments of performance on surgical attachments and a viva in Clinical Surgery. A
student who has not obtained passing assessments in all the subjects of the final year of the Medical course
shall not be eligible for the award of the prize. Any balance of income shall be added to the capital. The value
of the Prize will be as set down in the current prize schedule.
Colquhoun Memorial Medal in Clinical Medicine
This prize was founded in 1935 by the past students of Dr Daniel Colquhoun, who was Professor of Medicine
from 1883 to 1918 and Emeritus Professor from 1919 until his death in 1935. The medal is awarded annually
by the University Council  on the recommendation of the Pro-Vice-Chancellor (Health Sciences), to the medical
student in the final year who gains the highest marks in Clinical Medicine in the end of year examination.
The Rita Gardner Travelling Scholarship in Medicine
Established in 1908 as the "Travelling Scholarship in Medicine", and amended in 1989 to its present title. The
Scholarship  shall  be  awarded  annually  to  the  student  in  the  graduating  class  who  has  gained  the  highest
aggregate  of  marks  in  the  Second  Year,  Third  Year,  Fifth  Year  and  Final  Examinations  for  the  degrees  of
Bachelor of Medicine and Bachelor of Surgery. The holder of the Scholarship shall within eight years from the
date of the award proceed to some recognised school or schools of Medicine or other institution or institutions
approved by the Dean of OMS outside New Zealand and shall prosecute graduate studies there for a period of
at least one year. In exceptional circumstances, with the approval of the Dean, the Scholarship may be tenable
in New Zealand.
T W J Johnson Memorial Prize in Clinical Medicine
This prize was founded in 1958 when an anonymous donor gave the sum of £1000 to the Council to establish
a prize as a memorial to the late Dr T.W.J. Johnson, the first Medical Travelling Scholar. This prize is awarded
annually by the University Council on the recommendation of the Pro-Vice-Chancellor (Health Sciences), to
the medical student who in the final year of the course, gains the highest marks in Clinical Medicine in the end
of year examination. The value of the Prize will be as set down in the current prize schedule.

74

Emily Hancock Siedeberg Memorial for the Best Overall Woman Student
Established in 1996 on the 100th anniversary of the graduation  from  OMS  of Emily Hancock Siedeberg. The
prize is funded from money contributed by the late great nephew of Dr Siedeberg. The prize shall be awarded
annually by the University Council on the recommendation of the Pro-Vice-Chancellor (Health Sciences) to the
female student in the graduating class who has gained  the  highest aggregate of marks in the second year,
third year, fifth year, and final examinations for the degrees of Bachelor of Medicine and Bachelor of Surgery.
The value of the prize is as set down in the current prize schedule.
Psychological Medicine Prize
A sum of money is available annually for the provision of a prize in Psychological Medicine. The award, which
is  restricted  to  candidates  completing  the  final  examination  for  the  degrees  of  Bachelor  of  Medicine  and
Bachelor of Surgery, will be made by the University Council on the recommendation of the Pro-Vice- Chancellor
(Health Sciences), on the basis of performance in Psychological Medicine in the sixth year including an oral
examination.  The  prize  is  the  sum  set  down  in  the  current prize  schedule  for  'Distinction'  in  Psychological
Medicine.
J M Watt Prize in Paediatrics and Child Health
This prize was established in 1977 in honour of Professor James Michael Watt, the holder of the first Chair of
Paediatrics and Child Health established in New Zealand (1966). The prize will be awarded by the University
Council on the recommendation of the Pro-Vice-Chancellor (Health Sciences), for the first time in 1978, and
thereafter annually, to a final year student from one of the three Clinical Schools of the University of Otago.
The  award  will  be  made  to  the  best  candidate  in  the  Paediatric  distinction  viva  examination,  taking  into
consideration the student's interest and excellence throughout the preceding clinical years. The value of the
Prize will be as set down in the current prize schedule.

Dunedin Campus
Marjorie McCallum Medal in Medicine
This award was founded in 1923 by the Hon. Richard McCallum as a memorial to his daughter who died while
she was a medical student at the University of Otago. The medal is awarded annually by the University Council
on  the  recommendation  of  the  Pro-Vice-Chancellor (Health  Sciences),  to  the final  year  Medical  student  in
Dunedin who is awarded the highest marks in Clinical Medicine in a special end of year prize examination.
James Renfrew White Prize in Orthopaedic Surgery
The prize fund was established in 1976 by a bequest of NZ$3,000 from the late Miss Ida G. White in memory
of her brother, the late Mr James Renfrew White, a graduate of OMS who was Director of Orthopaedic Surgery
for the Otago Hospital Board and Lecturer in Orthopaedic Surgery from 1920 until 1948. The prize is awarded
annually by the University Council on the recommendation of the Pro- Vice-Chancellor (Health Sciences), to
the student who has served his or her clinical years in Dunedin and who while a sixth year student, in the
opinion of OMS on the recommendation of the Head of Section of Orthopaedic Surgery, has demonstrated
the most outstanding clinical ability and scholarship in the field of orthopaedic and trauma surgery. The prize
will be awarded only if there is a candidate of sufficient merit. The value of the Prize will be as set down in the
current prize schedule. Any surplus of income may be added to the capital of the fund or may be used at the
discretion of the Council for increasing the value of the prize or for awarding an additional prize. The Council
shall have the power to alter these regulations should changed circumstances render such action necessary,
provided that the name of the prize shall not be altered and that the wishes of the donor shall be observed to
the fullest possible extent.
Patricia Buckfield Prize in Paediatrics
Dr  Patricia  Buckfield  MB  ChB  (NZ),  MD  Otago,  MRCP,  FRACP,  DCH  (FRP&S)  was  a  senior  lecturer  in  the
Department of Paediatrics and Child Health at the University of Otago in Dunedin between 1967 and 1981,
following  postgraduate  training  in  Neonatology  in  the  UK.  She  introduced  the  new  technique  of  neonatal

75

ventilation to the Special Care Baby Unit in Dunedin. She was a dedicated and caring paediatrician, who based
her MD thesis on the perinatal events of approximately 20,000 babies who were born in Dunedin City. A one-
year cohort of this sample formed the basis for the Dunedin Multidisciplinary Child Development Study, which
has achieved international recognition and is still ongoing. She also saw the need to provide extra assistance
for children and their families where there were concerns about the child's developmental progress. She was
instrumental in  setting up the Vera Hayward Centre, which forms the  base for the Dunedin Hospital Child
Development  Service.  During  her  time  in  Dunedin  she  was  an  enthusiastic  and  inspiring  teacher  of
undergraduate and postgraduate students from Health and many other disciplines. In her later professional
years she continued her interest in developmental paediatrics and worked as a Developmental Paediatrician
in the Puketiro Centre at Porirua. During her professional career she made an outstanding contribution both
to clinical and to academic paediatrics. The prize consists of books, instruments, or education aids to a value
of $600, and a book voucher to the value of NZ$100.
Sir Gordon Bell Prize in Surgery
This prize is named after the second Professor of Surgery at the University of Otago, who held the Chair from
1925–1952. Sir Gordon Bell was born in Marlborough, trained in Edinburgh and practised for most of his life
in  Dunedin.  He  was  a  very  eminent  and  practical  surgeon,  whose  career  spanned  many  of  the  important
developments in Surgery. The prize consists of books and instruments to a value to be advised.
Paediatric Artistic Expression
This prize was introduced in 2010 by Professor Barry Taylor. It is awarded to a Trainee Intern who chose to
submit an original artistic creation in their final assessment for their Paediatric Longitudinal Case: The Child
with  the  Chronic  Condition,  which  is  commenced  in  fourth  year  and  completed  in  fifth  year.  This  prize
recognises the Trainee Intern who showed outstanding artistic expression. The prize is a book voucher to the
value of NZ$50.
Mary Shaw Surgical Prize
Established in 1992 by a bequest of NZ$2,500 under the will of Mary Christiana Shaw (nee Manning) who was
born in Invercargill in 1912. In 1932 she married James  Thomson  Shaw,  General  Manager  of  the  Southland
Savings    Bank   from  1952 to  1970.  In  1964,  while  Mr  Shaw  was General  Manager,  the  Board  of  the  Bank
established  the  Southland Savings  Bank Medical  Foundation  for  the furtherance  of  medical  education  and
research in Southland. Mr and Mrs Shaw had two sons: John Donald Shaw, a mining engineer in Brazil, and
James Henry Farquhar Shaw BMedSc MD (Otago) FRACS, a surgeon in Auckland. Mrs Shaw died in Auckland in
1992. The prize of NZ$200 is awarded annually by the University Council, to the student undertaking the sixth
year of the course for the degree Bachelor of Medicine and Bachelor of Surgery, as a Trainee Intern in Dunedin
or  Invercargill  who,  in  the  opinion  of  the  clinical  teachers  concerned,  displays  the  greatest  industry  and
competence in the Surgical attachment.
Stanley Wilson Prize
Established in 1982 by Dr Elizabeth Whitcombe, a graduate of OMS, for the purpose of furthering the study of
Medicine at the Dunedin Division of the OMS, and in particular to recognise the contribution made by a former
teacher, Mr Stanley Wilson, over many years, to the science and teaching of surgery at OMS. The prize consists
of books, instruments or education aids to the value of NZ$750, and is awarded by the University Council on
the recommendation of an Advisory Committee, comprising the Dean of OMS, the Professor of Surgery in the
OMS at Dunedin and the Chairman of the General Medical Staff of the Dunedin Hospital. The prize is awarded
annually to a medical undergraduate in OMS at Dunedin who best presents in his or her final year a clinical
presentation in the Department of Surgery having general medical interest and a reference to pathology.
Sir Bernard Dawson Prize in Clinical Obstetrics and Gynaecology
Sir Bernard Dawson held the Foundation Chair in Obstetrics and Gynaecology at the University of Otago in
Dunedin  from  1932–1950.  He  was  responsible  for  putting  the  academic  discipline  of  obstetrics  and
gynaecology firmly in place in New Zealand and he was knighted in 1948 for his services to Obstetrics and
Gynaecology in this country. The prize consists of educational material/aids to a value to be advised.

76

Professor Basil James Prize in Psychological Medicine
Professor Basil James was professor and head of the Department of Psychological Medicine from 1969–1981.
Professor James persuaded the general medical staff that psychiatry should also have a prize, as did medicine
and surgery, whose  prizes had come from family bequests. These negotiations occurred in the late '60s. The
prize consists of books to a value to be advised.
RNZCGP Otago/JAD Iverach Prize in General Practice
Five prizes were awarded in Preventive and Social Medicine prior to 1974 by the New Zealand Faculty of the
Royal College of General Practitioners and from  1974 to 1977 by the Otago-Southland Faculty of  the New
Zealand College of General Practitioners. These were replaced in 1978 by a single prize in the discipline in
General Practice. The Prize will be awarded at the annual Trainee Intern Prize giving and Farewell by the Head
of  the  Department  of  General  Practice,  Dunedin  Campus,  for  the  best  student  performance  during  the
undergraduate course in General Practice. This assessment will include the fourth, fifth and sixth years of the
course. The Prize consists of an engraved medal and $1,000.  There is also a $500.00 prize awarded to the
runner-up, and two highly commended prizes of $250.00.
JAD Iverach Prize in Medicine
Captain Douglas Iverach was an infantry soldier at the First World War and received an MC. After the war he
went through OMS and went to Scotland on qualification, specialising in Medicine. He came back to Dunedin
and was appointed to the Honorary Staff of Dunedin Hospital, practicing as a general practitioner from the
Savoy. He was so thorough in his examination, so if GPs were worried, they would seek his opinion. There were
no full time specialists as such in those days. By the referrals to him, he became known as a specialist. In May
1965 the J A D Iverach Memorial Fund was started from which an annual prize would be awarded to the best
sixth year medical student in clinical medicine. There were some cash donations by grateful patients but most
of the contributions made by his family were made in shares. The prize consists of a presentation gift.
Inkster-Ross Memorial Prize
The Inkster-Ross Memorial Fund was established in 1946 by Lady Muriel Ross of Dunedin as a memorial to her
father  Samuel  Macaulay  Inkster  M.D.  and  to  her  mother  Amy  Inkster.  The  gift  was  established  to  further
medical research with an emphasis on the field of preventive medicine. The Inkster-Ross Memorial prize was
re-established in 2011 to recognize the research achievements of final year medical students as they complete
a health care evaluation project. Working in groups, students undertake research to address a problem in the
delivery of health care. The prize is awarded annually by the Department of Preventive and Social Medicine to
the group who undertake the highest quality research.
Elective Report Award
The Trainee Intern Elective Report Award was established in 1984 (by Professor Don Wilson) and sponsorship
was obtained in 1992 from Mr Russell Duff, Managing Director of VIP International Travel in appreciation of
the ongoing close links between VIP Travel and medical elective students. This sponsorship is continued today
by  the  School.  The  prize  consists  of  a  book  voucher  to  the  value  of  NZ$50  to  the  Trainee  Intern  who  has
submitted the best elective report during the year, which has been chosen by our electives committee.
University Bookshop Prize for Best Student Contribution to Medical Education
Established in 1985 by the Directors of the University Book Shop Otago Ltd. The prize is awarded annually by
the  University  Council  to  the  student  who  has  made  the  most  significant  contribution  to  undergraduate
medical education in OMS during the past year. A nomination shall be made by the Dean after consultation
with the Staff/Student Curriculum Committee. The value of the Prize will be as set down in the current prize
schedule.
John Russell Ritchie Prize (to be confirmed if available in 2021)
John  Russell  Ritchie  worked  as  an  Anaesthetist  at  Dunedin  Hospital  from  1938 until his retirement in
1975. He was the Director of Anaesthesia at Dunedin Hospital for over 25 years and was appointed to the first
professorial position held by an Anaesthetist in New Zealand. During his time in Dunedin he was an enthusiastic
and inspiring teacher of undergraduate and postgraduate students from Health and many other disciplines.

77

He is famous for contributing to worldwide anaesthesia safety with his invention of the Ritchie oxygen failure
warning  device  which  in  either  its  original  or  a  modified  form  became  a  standard  part  of  all  anaesthesia
machines. The prize for the best student performance in Anaesthesia and Intensive Care was first awarded in
1976. Following the 2002 reorganisation of the curriculum and departments the prize was held in abeyance.
It was decided to re-institute this prize from 2006 at Trainee Intern level. The criteria for this prize include:
  That the prize be awarded, after an oral interview, to the top-placed candidate who has performed to
a level of excellence in the interview and during their attachment in Anaesthesia and/or Intensive Care
as a Trainee Intern.
  Those to be interviewed are nominated by sub-groups of the Section of Anaesthesia and Intensive
Care. It is not a prize, which a trainee can apply for of one's own volition.
  Trainee Interns have to have completed one or more Trainee Intern attachments in Anaesthesia or
Intensive Care in Dunedin to be nominated.
  The areas assessed for the award of this prize now takes into account the candidates clinical work,
academic/research  aptitude,  professionalism  and  a  Viva  relating  to  topics  in  Anaesthesia,  Pain
Management, Intensive Care and Resuscitation at the end of the Trainee Intern year.
  Those to be interviewed are nominated by sub-groups of the Section of Anaesthesia and Intensive
Care. It is not a prize, which a trainee can apply for of one's own volition.
  Trainee Interns have to have completed one or more Trainee Intern attachments in Anaesthesia or
Intensive Care in Dunedin to be nominated.
  The areas assessed for the award of this prize now takes into account the candidates clinical work,
academic  /  research  aptitude,  professionalism  and  a  Viva  relating  to  topics  in  Anaesthesia,  Pain
Management, Intensive Care and Resuscitation at the end of the Trainee Intern year. The prize consists
of books, instruments or education aids to the value of NZ$500.
Kōhatu – Centre for Hauora Māori Excellence Awards
The kete (baskets) of knowledge comes from ancient tauparapara (legend) which relates to the exploits of
Tane-nui-a-rangi in his pursuit of knowledge. Tane, the progenitor of mankind, of the forest, ascended from
earth to the heavens and obtained the three kete of knowledge. Tane returned to earth with the knowledge,
and there created humankind from the earth.
To many, this is a simple mythological story which seeks to explain how humankind gained its knowledge of
things both earthly and spiritual from the gods. The story is the beginning of the stories of the Whare Wananga,
which  describe  how  this  earthly  realm  came  to  be,  and  how  everything  in  it  came  to  be  ordered  as  it  is,
including how humankind was created by Tane.
To  some  it  is  a  metaphor  for  the  ideal  life,  a  journey  of  striving  for  knowledge  and  education  and
enlightenment, to become better  people. In  this context it graphically depicts three aspects of knowledge
achieved in the Hauora Māori medical curriculum within the Dunedin Campus, preparing students to make a
difference for Māori, whanau and communities.
Three kete will be offered annually – Dunedin TI Year:
  Ko te kete Tuauri – Knowledge of Ritual, Memory, and Prayer (Cultural Connection) – For a student
that  shows  a  commitment  to  enhancing  Hauora  Māori  concepts  such  as  culture,  te  reo,  and
whakawhanaungatanga
  Ko te kete Tuatea – Knowledge of Making a Difference (Addressing Equity) - For a student that shows
a commitment to improving health equity and challenging the status quo for Māori
  Ko te kete Aronui – Knowledge to Help Others (Positive Solutions) – For a student that shows initiative
creating positive solutions for improving Māori Health
Awards funded, students nominated, and chosen by Kōhatu - Centre for Hauora Māori staff.

78